Rockwood Professional Learning€¦ · Curriculum and Assessment - Literacy/reading strategies,...
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Rockwood Professional Learning Master Plan 2019-2020
Transcript of Rockwood Professional Learning€¦ · Curriculum and Assessment - Literacy/reading strategies,...
Rockwood
Professional Learning
Master Plan 2019-2020
Table of Contents
Purpose and Definition of Professional Learning ...............................................................
Overview of Professional Learning in Rockwood School District .....................................
Professional Learning for Certified Staff ............................................................................
Professional Learning for Administrators...........................................................................
Professional Learning for Non-Certified Staff ....................................................................
Professional Learning at the Site-Level ...............................................................................
Follow-Up and Support for Professional Learning ............................................................
Evaluation of Professional Learning Programs ..................................................................
Supplementary Resources .....................................................................................................
Works Consulted ....................................................................................................................
Appendix A (PDC Site-Based Learning Grant Funds Guidelines and Application) ......
Appendix B (Professional Learning Continuum) ....………………………………..……
Appendix C (Standards for Professional Learning) ...........................................................
Appendix D (Profile of a Learner) .......................................................................................
Appendix E (Professional Development Committee Guidelines).......................................
Appendix F (Professional Learning Budget) ..……………………………………...…….
Appendix G (Professional Learning Expectations for Teachers New to Rockwood) ......
Appendix H (New Teacher Mentor/Mentee Protocols and Guidelines) ………......……
Appendix I (PDC Out of District &Online Grant Funds and Application .....................
Appendix J (Administrative Professional Development Plan) ..........................................
Appendix K (Administrative Mentor/Mentee Program) ...................................................
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1. Professional learning opportunities need to be restructured, so that they are job-embedded and ongoing.therefore, time needs to be allotted to allow for follow-through and support, creating a balance betweenstructured learning and time for educators to work in the classroom to dig deeper into resources.
2. Rockwood staff should have a choice in professional learning. therefore, differentiated professionallearning opportunities shall be offered in a variety of delivery methods for teachers.
3. We should evaluate how effective our professional learning efforts are in impacting stuetn growth.therefore, an ongoing reflection and analysis of student growth points is critical.
4. Teachers benefit from knowing the values and uses of an effective Professional learning Community.therefore, teachers need a consistent Professional Learning communities framework to maximize studentgrowth.
The Purpose of Professional Learning in Rockwood School District
Vision: Equity and excellence in teaching and learning
Beliefs:
Learning Forward: Four Cornerstones of Professional Learning
These four cornerstones are the essential components for educators to leverage as they shape the future of teaching and learning.
Lead with Equity – Regardless of context, amplify your commitment to ensuring each and every child has
access to high-quality teaching and learning. State your commitment publicly, and openly share the steps you take to define and achieve equity. Examine your own beliefs and practices and invest in building your capacity to achieve equity.Invest in Team Learning – Develop your understanding of what contributes to effective team learning and allocate resources to support it for all educators. Participate in a learning team for your own ongoing growth. Anchor your learning in the study of high-quality instructional materials as the foundation for improving practice and results for all students. Publicly elevate the outcomes of this learning with the supports required to sustain it.Leverage High-Quality Instructional Materials – Become familiar with the research about the role of instructional materials in achieving ambitious goals for students. Commit to explore the quality of materials in use in your context, identify better materials if necessary, and ensure ongoing and widespread access to high-quality materials.
Advocate with Evidence – Document the impact of local investments to strengthen confidence in professional learning’s necessity among federal, state and local stakeholders. Develop compelling stories that transform skeptics into proponents. Stand up for professional learning and strengthen the collective voice for the professional learning educators need.
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Overview of Professional Learning in Rockwood School District
Major District Initiatives Supported with Professional Learning:Strands to support the District CSIP Plan The Way Forward and the Profile of a Learner.
Interdisciplinary Learning - Experiential learning (authentic experiences), project-based learning, service learning, authentic assessment, inquiry-based learning, design thinking, problem-based learning, STEM, 4Cs, etc.
Collaboration - Cooperative learning strategies for students, using Google Suites for collaboration, facilitating groups, team building, navigating controversial conversations, powerful PLC work, etc.
Online/Blended Learning - Personalized learning, building quality online course content, using Canvas, supporting students in online learning, roles of teachers and students in blended learning environments, digital citizenship, etc.
Social/Emotional Learning - Character Education, mindfulness, growth mindset, universal supports/behavior supports/function of behavior, trauma-informed schools, self care for educators, Second Steps, etc.
Equity and Access - Cultural proficiency, meeting the needs of diverse learners, meeting the needs of students with special needs, etc.
Curriculum and Assessment - Literacy/reading strategies, assessment practices that foster learning, Multi-tiered Systems of Support/RTI, work in a specific area of content, etc.
Leadership - Instructional leadership, leading effective teams, presentation skills, teacher leadership, etc.
Curriculum AlignmentAll professional learning programs at the district and school sites are aligned with the intended, taught, and assessed curriculum. Student achievement is the focus for all professional learning activities.Planing in the curriculum content areas is organized around a six-year cycle. during the cycle, each curriculum committee has an opportunity through an in-depth study to revise curriculum in their curricular area, after analysis, and disaggregation of assessment data. Along with the comprehensive School Improvement Plan (CSIP) goals, curriculum implementation is the focal point for district and site-level professional learning planning.
School Improvement Plans/Site-Based Professional Learning At the core of school improvement efforts is professional learning framed by the goals and objectives of each school’s improvement plan (SIP). School improvement plans are formulated after extensive planning by teachers, parents, and community members at each school site. Each SIP is aligned with the district’s CSIP (The Way Forward). Professional learning at the school sites is in the areas of student academic learning, universal access, opportunity and equity and character well-being.
Leadership at the Building Level Principals are the school leaders that monitor and supervise instruction and curriculum implementation at the site level. Professional learning planning at the school site is aligned with the school’s improvement plan, and is the shared responsibility of the principal, the building’s PDC committee, and the school leadership team. Department chairs, curriculum leaders, and grade level team leaders serve in leadership roles at each site. Training is provided at the district level during the summer and on-site, upon request, for teacher leaders on development of collaboration and facilitation skills for support of effective teams.
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Data-Driven The Comprehensive School Improvement Plan (CSIP), School Improvement Plans (SIPs), curriculum, instruction, and professional learning in Rockwood School District are planned and implemented after careful analysis and disaggregation of student assessment data.
Leadership Administrative support is a key element for successful professional learning planning and implementation in the Rockwood School District. The Superintendent, Assistant Superintendent Learning and Support Services, Assistant Superintendent Supervision of Schools, Executive Director of Elementary Education and the curriculum, assessment, technology, and professional learning departments work together to plan, analyze and evaluate the effectiveness of professional learning programs.
Professional Development Committee The Rockwood Professional Development Committee (PDC) is composed of teacher, principal, and parent representatives. The Director Learning Development and Coordinator of Professional Learning serve as ex-officio members on the committee. The Committee meets six-eight times during the school year to plan activities and to provide support and assistance for professional learning as outlined in the Comprehensive School Improvement Plan (See Appendix E for the Professional Development Committee Guidelines). The PDC receives ongoing training at their monthly meetings on exemplary models of professional learning, effective professional learning practices, and current research on professional learning. PDC members are provided release time so that they can attend monthly meetings. PDC members are members of the Rockwood Learning Council and are required to serve on the school improvement committee in their building, providing leadership in the planning and design of professional learning at the school site. The PDC oversees expenditures of professional learning monies as outlined in the Missouri Professional Development Guidelines. (See Appendix F for an outline of Rockwood’s Professional Learning Budget.)
Rockwood Learning Council The Rockwood Learning Council was established in 2018 combining the former Curriculum Advisory Council with the Professional Development Committee and the Testing Assessment Advisory Committee into two large committees (elementary and secondary) with representation from each building including teachers, guidance counselors, librarians, principals, parents and other district personnel. The Rockwood Learning Council learns together and works to implement district initiatives at the building level through collaboration. One responsibility of the Rockwood Learning Council is to provide a vehicle by which the expertise of district personnel may be brought together to discuss curriculum matters and serve as an advisory group providing feedback regarding curriculum changes and revisions. The Professional Development Committee serves as a sub-committee of the Rockwood Learning Council.
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Professional Learning for Certified Staff
District Workshops and Conferences All workshops and conferences are aligned to the district’s CSIP (the Way Forward), and also according to teachers’ assessed professional learning needs. The Professional Learning Department works with the Curriculum Department, Data Department and Instructional Technology to plan and deliver professional learning to certified staff. Additional professional learning is determined by the Curriculum Management Plan and gaps in student achievement data in collaboration with the Curriculum Department.
Workshops and learning opportunities for teachers, administrators and support staff are offered throughout the school year. Teachers could choose from options aligned with the strands identified from the Way Forward during Early Release days. Additional opportunities are available in the evenings for hourly pay. In addition, district workshops have been developed in an online format. Teachers are encouraged to enroll in summer workshops that will increase their knowledge and expertise in curricular and instructional practices. Workshop registration is accomplished through an on-line database that also tracks a teacher’s record of professional learning activities.
Certified staff are paid a stipend to attend summer workshops and conferences. Graduate credit is offered through local universities for some of the summer opportunities. Follow-up to district workshops and conferences is addressed in a variety of ways, to include but not limited to best practice sharing, classroom observations, coaching and feedback from curriculum content facilitators, release time for professional dialogue, and follow-up training. All district workshops and conferences support the intended, taught, and assessed curriculum (See information on Rockwood School District’s professional learning opportunities found at: http://www.solutionwhere.com/ww/rockwood)
Curriculum Writing The mission of the Curriculum Department is to provide leadership for development of research-driven, rigorous and challenging curriculum for all students. Teachers, administrators, parents and students are involved in the curriculum writing and review process. During the in-depth review year, the Executive Director of Learning and Support Services along with Content Coordinators / Facilitators lead the curriculum writing committee in revising and updating the document. Teachers are encouraged to participate in this opportunity for professional growth.
New Teacher Orientation All teachers new to the Rockwood School District are expected to attend New Teacher Orientation prior to the start of the school year. The purpose of this program is to accomplish the following:
• Introduce new teachers to the mission, vision and culture of the Rockwood School Distict.• Provide new teachers with an overview of the curriculum they will teach.• Help new teachers acquire techniques and strategies for effective classroom management.• Provide basic training on teaching literacy across the disciplines.• Provide basic training on creating equitable classrooms.
New Teacher Training ProgramsBeginning teachers with less than two years teaching in a Missouri public school are require to attend in their first year of teaching Creating a Culture for Teaching and Learning. Beginning teachers, with the assistance of their mentors, are also required to develop and implement a Teacher Growth Plan focused on a district goal (See Appendix G for Professional Learning Expectations for Teacher New to Rockwood).
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New Teacher Training Programs Beginning teachers with less than two years teaching in a Missouri public school are required to attend, in their first year of teaching, Creating a Culture of Teaching and Learning. Beginning teachers, with the assistance of their mentors, are also required to develop and implement a Teacher Growth Plan focused on a district goal (See Appendix G for Professional Learning Expectations for Teachers New to Rockwood).
All second year teachers are required to have training in Assessment for Learning. Courses will be offered in the evening during the fall and late winter during the school year after contractual hours. Second year teachers and experienced teachers new to Rockwood are required, with the assistance of their mentors, to develop and implement Growth Plans focused on district and building goals (See Appendix G for Professional Learning Expectations for Teachers New to Rockwood.
Principals will monitor and support teacher implementation of the above training through observations and post-conferences, since these required courses are part of the teacher evaluation process.
In addition, new teachers are encouraged to attend district-provided technology training both during the summer and during the school during the school year. Training during the summer is delivered predominantly through workshops. During the school year, technology instruction is available upon request, at the school site, through on-line webinars, and through workshop sessions. Tutorials of various Google applications, Business Plus, SharePoint and Infinite Campus set-up are available for teachers on the District’s Technology website. In addition, after-school opportunities focusing on timely topics related to technology and education are offered first and second semester.
Beginning Teacher Assistance Program In partnership with Lindenwood University, Rockwood School District implements a Beginning Teacher Assistance Program to assist beginning teachers in fulfilling this Missouri certification requirement. The Beginning Teacher Assistance program provides specific information, practice and reflection for new teachers. The content of this program addresses classroom management, instructional practices, professional planning and certification requirements. Teacher facilitators under the direction of the Coordinator of Professional Learning plan and conduct these training sessions.
Mentor Program Missouri Teacher Certification requires that beginning teacher support systems include a two-year mentor program. In Rockwood School District a mentor has the following functions:
• Assist with establishment of Growth Plans (District and Building Goals)• Assist with lesson planning aligned with Rockwood curriculum• Demonstrate effective teaching techniques• Provide direct and informal assistance• Serve as a professional role model for the beginning teacher• Attend mentor training
The building principal is responsible for identifying and seeking teachers to serve as mentors. Mentors are required to have three years successful teaching experience, be exemplary teachers in their content area/grade level, and be available to assist the beginning teacher on a regular basis. Release time is provided for mentors to work with their mentees as needed. Mentors are required to submit documentation to the Professional Learning Office indicating completion of their responsibilities and assigned duties. (See Appendix H for New Teacher Mentor/Mentee Protocols and Guidelines). Mentors receive a stipend upon completion of their assigned responsibilities.
University Course Work In the Board of Education Policy under Professional Growth (PRF-4440), up to 3 hours per contract year is provided for course tuition reimbursement for regular full-time teachers based on the University of Missouri St. Louis tuition fee. Each summer, Rockwood School District offers an extensive program of summer workshops for certified staff, whereby both certified and non-certified staff can obtain graduate credit from local universities.
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Out-of-District, On-line Technology Based and EducationPlus Workshops/Conferences The PDC allocates funds annually for certified staff to attend Out-of-District and Online Workshops or Conferences. Staff members must first submit a proposal following the “PDC Out-of-District and Online Professional Learning Grant Funds Guidelines and Application.” Applications are reviewed by the Professional Learning Department. Grants awarded can be applied to the cost of the workshop/conference registration Additional professional learning opportunities are available through EducationPlus with the use of credits allocated through the district.
National Board Certification Rockwood provides support for interested Rockwood teachers to work toward National Board Certification. National Board candidates are assigned a mentor (Candidate Support Provider), attend monthly cohort meetings, and are provided resources during their time of candidacy. Rockwood National Board Certified Teachers are paid a stipend of $5,000 per year for the duration of their certificate. At the current time Rockwood has 155 National Board Certified Teachers.
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Professional Learning for Administrators
Workshops Administrators are encouraged to attend professional learning in and out of the district connected to The Way Forward. Additional administrative professional learning opportunities are offered throughout the school year on various topics such as special education, legal updates, restorative practices, communications, effective team leadership, and strategic planning (See Appendix J: Administrative Professional Development Plan). Workshops, book studies, and mentoring are among the many professional learning opportunities offered for administrators. Offerings are differentiated to meet the needs of administrators, including some offerings designed for new administrators, building administrators and non-building administrators.
Principal Networking OpportunitiesNetworking opportunities are optional events for principals to meet and discuss relevant topics based on their needs and share best practices in instructional leadership across Rockwood schools.
Conferences and Academies Administrators have opportunities to attend conferences, workshops, and academies at the national, state and regional levels to expand their knowledge and expertise of educational topics of relevance in their field. Rockwood annually sponsors scholarships to fund administrator participation in the St. Louis Leadership Academy and the St. Louis Leadership Academy for Character Education.
Mentor Program New administrators in Rockwood are provided with an assigned mentor to help them navigate their first and second year in the District. The mentor and new administrator are required to follow a schedule of collaborative professional learning activities throughout the school year (See Appendix K for Administrative Mentor/Mentee Program).
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Professional Learning for Non-Certified Staff
Workshops Support staff learning is offered throughout the school year and summer. Workshops are offered on topics such as diversity, health, wellness, safety, technology, instructional strategies, and personal awareness for non-certified staff. All support staff professional learning opportunities are determined based on the results of a periodic needs assessment.
Job-Embedded Each department in Rockwood School District provides professional learning for their individual staff members based on assessed needs of the individuals and the department. The Professional Learning Department assists in planning and implementing professional learning for support staff departments.
Out of District Workshops/Conferences Funds are allocated annually via EducationPlus for support staff personnel to participate in workshops outside the district. Tuition support is available for support staff who choose to earn college credit or take professional learning courses related to their current position or a future position within the school setting. Support staff personnel are eligible for up to $350 in annual tuition reimbursement (maximum of one class or seminar per semester).
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Professional Learning at the Site-Level
The goal of professional learning at the school sites is to provide time for the staff in each building to implement the curricular and instructional goals of their school improvement plans. Professional learning activities at the site-level:
• Address gaps between student goals and performance.• Are school-based and job-embedded with collaborative problem-solving activities geared toward closing
these gaps.• Are on-going and continuous.• Are supported by multiple resources and organizational structures.• Are part of a comprehensive change process.• Support staff SIP aligns with The Way Forward goal areas of -S, -U, -C.
Early Release / Late Start time is allotted each month specifically for professional learning at the site level. Schools find additional time during the school day to meet in vertical and horizontal teams with a focus on curriculum implementation. Professional learning activities at the site level must align with the academic goals of the school improvement plan and follow Rockwood’s “PDC Site-Based Learning Grant Funds Guidelines and Application” (See Appendix A).
At the site level, teachers are members of Professional Learning Communities (PLCs) that meet on a regular basis. PLCs operate with a commitment to the norms of continuous improvement and experimentation and engage their members in improving their daily work to advance the achievement of school district and school goals for student learning. PLCs concern themselves with practical ways to improve teaching and learning. The PDC allocates funds for each school’s site-based professional learning activities. Schools must first submit a proposal with a budget request for expenditures. Proposals must align with the goals of the school’s improvement and plan and follow the “PDC Site-Based Learning Grant Funds Guidelines and Application” (See Appendix A).
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Follow up and Support for Professional Learning
Follow-up and support occurs at all levels of the Rockwood School District organization. Administrative support is a key element in successful professional learning planning and implementation. Principals monitor and support implementation of the district’s curriculum in a variety of ways. Examples of principal support include: clinical supervision, classroom walk-through observations, opportunities during the school day for collaborative discussions regarding teaching and learning, time during the school day for vertical and horizontal team meetings, opportunity for study group sessions focused on research-proven practices, and provisions for peer coaching opportunities among staff members. Principals use the Teacher Evaluation Instrument as a guide for their observations and conversations with teachers.
The Learning and Support Services department supports teachers and principals in a variety of ways. Content coordinators/facilitators and instructional coaches visit schools regularly to provide follow-up and support for new teacher workshops, curriculum implementation, effective teaching strategies, and technology usage. The Professional Learning Office meets upon request with each principal to discuss implementation of professional learning at the school site in relation to the school’s improvement plan. The Curriculum department provides opportunities for district-wide best practice sharing, teacher collaboration on lesson design and examination of student work throughout the school year and summer.
An extensive Professional Resource Library is available on Destiny for checkout by teachers and administrators through the Professional Learning Department. Contact the Professional Learning Department for more details.
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Evaluation of Professional Learning Programs
Professional learning evaluation serves two broad purposes, according to Thomas Guskey (1999). Those purposes are: a) to better understand professional learning so that it can be strengthened, and b) to determine what effects professional learning has had in terms of its intended outcomes. Student learning is the ultimate goal of all professional learning in the Rockwood School District; therefore, the transfer of training to the classroom or work setting is of prime importance. Rockwood School District’s professional learning activities are continually reviewed and evaluated to ensure effectiveness in the following ways:
• District professional learning activities are planned based upon needs assessments given to administrators,certified staff, and support staff. Results are shared with school improvement teams, curriculum leaders,building PDC, and district PDC for planning professional learning.
• All professional learning activities at the district level are monitored and evaluated for their effectiveness andimpact on student learning by means of an evaluation tool.
• Schools evaluate the effectiveness of site-based professional learning activities in accordance withRockwood’s “Guidelines for Site-Based Professional Development” (See Appendix A).
• School Improvement Plans show increased student growth, which includes written documentation ofbuilding professional learning activities. Site teams meet on a regular basis to plan for, develop, implementand evaluate results of the SIP.
• PDC/RLC committee meeting minutes are distributed to all committee members and all buildings. Liaisonsto these committees report to representative groups. Rockwood Learning Council provides buildingcollaboration time into the meetings for representatives of PDC to collaborate with their buildingprincipals and RLC members. In addition, PDC/RLC committee members provide monthly reports at theirschool staff meetings.
• A Program Evaluation is conducted per MSIP guidelines, in order to determine the effectiveness ofRockwood professional learning programs.
• The Principal Evaluation Instrument is used to assess continual growth and improvement in professionallearning planning at the site-level.
• During the 2019-20 school year, the Professional Learning Department expanded the evaluations through a newsoftware system that allows evaluations to be shared more easily with teachers, principals, district departmentsand professional learning providers to continuously improve professional learning experiences and impact onclassroom instruction.
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Resources Referenced in the Master Plan
(The resources below are not found in the Master Plan for Professional Learning, but can be obtained from the Professional Learning Office upon request.)
• Missouri Professional Development Guidelines
• Rockwood Curriculum Plan
• New Teacher Resources
• Comprehensive School Improvement Plan (CSIP Document)
• Mentor Program Resources
• Professional Learning Registration Website
• Professional Learning Resource Library
• National Board Certified Teachers Resources
• Summer Professional Learning Offerings
• District Professional Learning Evaluation Instrument
• The Way Forward
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Resources
Bernhardt, Victoria L. (1999). The School Portfolio: A Comprehensive Framework for School Improvement, 2nd Edition. Larchmont, NY: Eye on Education, Inc.
Conzemius, Anne & O’Neill, Jan. The Handbook for SMART School Teams. Bloomington, IN: National Educational Service.
DuFour, Richard & Eaker, Robert. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, IN: National Educational Service.
Dufour, Richard, DuFour, Rebecca, & Eaker, Robert. (2005). On Common Ground. The Power of Professional Learning Communities. Bloomington, IN: National Educational Service.
Dufour, Richard, DuFour, Rebecca, & Eaker, Robert. (2006). Learning by Doing: A Handbook for Professional Learning Communities at Work. Bloomington, IN: National Educational Service.
Eaker, Robert, DuFour, Richard & Burnette, Rebecca. (2002). Getting Started: Re-culturing Schools to Become Professional Learning Communities. Bloomington, IN: National Educational Service.
Easton, Lois. (2004). Powerful Designs for Professional Learning. Oxford, OH: National Staff Development Council
Guskey, Thomas (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press.
Hirsh, Stephanie & Killion, Joellen. (2007). The Learning Educator: A New Era for Professional Learning. Oxford, OH: National Staff Development Council
Hord, Shirley M. (1997). Professional Learning Communities: Communities of Continuous Inquiry and Improvement. Austin, Texas: Southwest Educational Development Laboratory.
Joyce, Bruce & Showers, Beverly. (2002). Student Achievement through Staff Development: Fundamentals of School Renewal, Third Edition. White Plains, NY: Longman Publishers.
Killion, Joellen. (1999). What Works in the Middle: Results-Based Staff Development. Oxford, OH: National Staff Development Council
Killion, Joellen. (2002). Assessing the Impact. Oxford, OH: National Staff Development Council
Learning Forward (2018). https://learningforward.org/
Learning Forward's Standards for Staff Development. (2015).
Learning Forward Missouri. (2005). https://learningforwardmo.org/
Missouri Professional Guidelines for Student Success. (2013).
Roy, Patricia & Hord, Shirley. (2003). Moving NSDC’s Staff Development Standards into Practice: Innovation Configurations. Oxford, OH: NSDC
Sparks, Dennis & Hirsh, S. (1997). A New Vision for Staff Development. Oxford, OH: NSDC.
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APPENDIX A
PDC SITE-BASED LEARNING
GRANT FUNDS GUIDELINES AND
APPLICATION
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PDC Site-Based Learning Grant Funds Guidelines & Application
Please contact our department with any questions, concerns or clarifications:
Dr. Renee Trotier, Director Learning Development [email protected] 636-733-2108
Dawnette Wiskur, Coordinator Professional Learning [email protected] 636-733-2113
Nancy Varner, Department Secretary [email protected] 636-733-2111
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Rockwood Professional Learning Belief Statements
I. We believe professional learning opportunities should be job embedded and ongoing. Therefore,
time needs to be allotted to allow for follow through and support, creating a balance between
structured learning and time for educators to work in the classroom to dig deeper into resources.
II. We believe Rockwood staff should have choice in professional learning. Therefore, differentiated
professional learning opportunities should be offered in a variety of delivery methods for teachers.
III. We believe we should evaluate how effective our professional learning efforts are in impacting
student growth. Therefore, an ongoing reflection and analysis of student growth points is critical.
IV. We believe that teachers benefit from knowing the values and uses of an effective Professional
Learning Community. Therefore, teachers need a consistent Professional Learning Communities
framework to maximize student growth.
Goals of Site-Based Professional Learning
The goal of professional learning at the school sites is to provide time for the staff in each building to implement the curricular and instructional goals of their School Improvement Plans. Professional learning activities at the site level:
● Address gaps between student goals and performance.● Engage staff in job embedded, ongoing, collaborative opportunities focused on results for
students.● Are supported by multiple resources and organizational structures.● Are aligned with the district’s Comprehensive School District plan (Profile of a Learner).
Purpose of PDC Site-Based Learning Grants
Individual buildings are provided with a professional learning budget, which allows expenditures
towards professional learning activities. The PDC allocates funds districtwide for site-based
professional learning. Site-based professional learning is defined as any systematically planned
and implemented program involving a significant number of staff members and responding to
the School Improvement Plan (Profile of a Learner) .
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Fiscal Guidelines
Schools must first submit a proposal with a budget request for expenditures not to exceed $2,000
for elementary schools and ILC, $3,000 for middle schools and early childhood, and $4,000 for high
schools. Proposals must be aligned to the School’s Improvement Plan. The following guidelines
were developed by the Rockwood PDC and are aligned with those stated in the Missouri
Professional Learning Guidelines.
Generally Allowable Generally Not Allowable
● Activities for staff with teachingcertificates: Professional developmentactivities can be provided for all staff withteaching certification. Staff includesteachers, guidance counselors, librarians,administrators, and special teachers suchas vocational teachers and specialeducation teachers.
● Consultant/presenter fees and expenses:Consultants/presenters may be paid feesand reimbursed for expenses. A local staffpresenter can be paid a fee or stipend forthe professional development presentationif planning and presentation is doneoutside of contracted time.
● Reimbursement for: Travel, food, lodgingand registration fees to participate inprofessional learning/ training activitiesconnected to the building plan and districtCSIP.
● Pay for substitute teachers: Pay forsubstitute teachers when professionaldevelopment activities are held during theregular school day or to allow for teachersto observe, coach, mentor or work withother teachers in collaborative situations.
● Library resources: Only those items usedto support professional development goalsas specifically identified in the professionaldevelopment plan may be purchased forprofessional libraries.
● Individual membership dues: Toassociations or organizations. Districtmemberships are allowable provided theyare accessible to all.
● Reimbursement for: Travel, food, lodgingand registration fees to conferences andworkshops of general interest which donot support Individual ProfessionalGrowth Plans, building/and or districtprofessional development plan andComprehensive School Improvement Plan.
● Reimbursement for: Travel, food, lodgingand registration fees to conferences,workshops, clinics, etc. that pertain toextracurricular activities andsponsorships. (sports, glee club,cheerleading, etc.) This does not excludehealth education.
● Reimbursement for: Instructionalequipment or materials or administrativeequipment or materials.
● Reimbursement for: Travel as a form ofprofessional development.(As in travelingto Spain to become more informed aboutthe country in order to teach Spanish.)
● Pay for: Professional developmentactivities for non-certificated staff. (Schooldistricts are encouraged to provideopportunities for non-certified staff tolearn and grow professionally.)
● Pay for: Certified staff CPR training.● Pay for routine assignments such as
sponsorships, etc: Salaries for workwithin contract periods, extra duty,extended school year or summer schoolinstruction.
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Aligning Professional Development
To align local professional development efforts with state guidelines, consider the following critical questions:
❏ Does the professional development plan directly relate to the District Comprehensive
School Improvement Plan (CSIP) and the Missouri School Improvement Program
(MSIP) professional development standards?
❏ Is each professional learning activity consistent with the vision and the goals of the
district’s professional development program?
❏ Does each professional learning experience address the participants identified
learning needs? (tied to educator evaluation data and student achievement data)
❏ Does each professional learning experience involve active learning processes?
❏ Does each professional learning experience lead to improvement in the teaching
practice?
❏ Does each professional learning experience lead to improved student performance?
Feedback
In order to provide tailored support to teachers and other staff members, and to ensure that
professional learning opportunities are always a valuable and enriching use of time, buildings
should seek feedback from their staff on their site-based learning opportunities. PDC members and
principals should plan to use the link from the district Professional Learning Office to evaluate
site-based professional learning that utilizes funds from the PDC grants. Buildings are encouraged
to use this system for all professional learning opportunities.
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Standards for Site-Based Professional Learning
Conversation Stems
Adapted from Learning Forward
Context: These questions will help you focus your conversation on the organization or system
in which the learning will take place.
● Are PDC representatives, teacher leaders and administrators actively involved in school
improvement and professional learning planning?
● Are certified staff provided opportunities for job embedded professional learning?
● Are all certified staff members of a professional learning community that meets regularly
to plan instruction focused on district goals?
● Are building administrators actively engaged in site-based professional learning activities
in order to provide ongoing follow up and support necessary to ensure implementation and
improvement of professional learning activities?
Content: These questions will help focus the conversation on the skills and information
educators will acquire through the professional learning.
● Are professional learning activities aligned with the curricular and instructional
components of the school’s improvement plan, along with a timeline and resources needed
for implementation?
● Are professional learning activities planned to improve the learning of all students, deepen
educators’ content knowledge, and provide them with research based instructional
strategies necessary to assist students in meeting rigorous state and district academic
achievement standards in a safe, orderly and supportive learning environment?
● Is professional learning provided that equips educators with knowledge and skills to
involve families and other stakeholders appropriately?
● Is the content of the professional learning plan cohesive, cumulative and comprehensive,
focused on the application of new knowledge, skills and strategies for the purpose of
student learning and quality teaching?
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Process: These questions will help focus the conversation on the “how” of professional learning
or the format it will take.
● What types of data will be used to monitor to determine goals of the professional learning
plan, monitor progress and help sustain continuous improvement?
● Are educators provided with the skills and knowledge to collaborate effectively for the
purpose of improving student learning?
● What multiple sources of information will be used to evaluate professional learning in
order to guide improvement and demonstrate its impact?
● What research-based practices and strategies will be used by educators to make informed
decisions that improve learning for all students?
● Which job embedded models of professional learning practices will be utilized (ex. Lesson
study, peer coaching, action research groups, examining student work)?
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Frequently Asked Questions
Can schools turn in this application prior to the completion of the School Improvement Plan
document?
Yes, provided the site-based grant funds are used to support the professional learning activities of
the building’s School Improvement Plan.
How do we determine if it’s allowable to spends funds on a particular outside workshop or
training?
The workshop or training must be part of a larger plan to move the building forward in connection
with the building or district School Improvement Plan. This plan should include how those that
attend the workshop/training will train others in the building. It would not be appropriate to send
a single teacher to a workshop based on his/her personal interest.
Can we purchase materials for classroom use?
No. The state guidelines for these funds prohibit the purchase of any supplies or equipment for
classroom use. Allowable supplies would include the cost of materials for workshops (handouts,
butcher paper, etc.), professional library materials, and training resources (videos, etc.)
Can we make changes in our proposal after it is approved?
Schools are urged to take care in planning and organizing their project; however, if you need to
make minor budget adjustments, please contact the Professional Learning secretary.
Can we pay stipends for workshop attendance?
Stipends must be paid in accordance to Rockwood policy and procedures. Participants receive
$16/hour for summer workshops. During the school year, teachers may be paid a stipend for
21
participation in events outside of their contract hours approved in the PDC Site-Based Grant Funds
Application.
Can we carry over any unexpected funds to next year?
No. All funds must be expended by June 30 of the school year for which they are granted.
How can we be sure our proposal conforms to effective professional learning practices?
In addition to this document (Guidelines for Site-Based Professional Learning), the Rockwood
School District Master Plan provides direction for all professional learning efforts. In addition, PDC
representatives from each school will have training in effective professional learning practices.
They should be an integral part of the planning committee. The Professional Learning Department
is also available to assist in this area.
What is job embedded professional learning?
Job-embedded professional development (JEPD) refers to teacher learning that is grounded in
day-to-day teaching practice and is designed to enhance teachers' content-specific instructional
practices with the intent of improving student learning (Darling-Hammond & McLaughlin, 1995;
Hirsh, 2009).
Can schools pool their resources?
Schools interested in a common professional learning theme or topic are encouraged to collaborate
in the development of their proposals. This could involve pooling their funds, sharing consultant
costs, etc.
22
23
A P P E N D I X BProfessional Learning Continuum
24
REPRODUCIBLE
34 Learning by Doing © 2006 Solution Tree ■ www.solution-tree.com
Elem
ent
of a
PLC
Mis
sion
:Is
it e
vide
nt t
hat
lear
ning
for
all i
s ou
r co
re p
urpo
se?
Shar
ed V
isio
n:D
o w
e kn
ow w
hat
we
are
tryi
ng t
o cr
eate
?
Pre-
Init
iati
on S
tage
No
effo
rt h
as b
een
mad
e to
enga
ge fa
culty
in id
entif
ying
wha
t th
ey w
ant
stud
ents
tole
arn
or h
ow t
hey
will
res
pond
if st
uden
ts d
o no
t le
arn.
Scho
ol p
erso
nnel
vie
w t
hem
issi
on o
f the
sch
ool a
ste
achi
ng r
athe
r th
an le
arni
ng.
No
effo
rt h
as b
een
mad
e to
enga
ge fa
culty
in d
escr
ibin
gpr
efer
red
cond
ition
s fo
r th
eir
scho
ol.
Init
iati
on S
tage
An
atte
mpt
has
bee
n m
ade,
typi
cally
by
the
cent
ral o
ffice
,to
iden
tify
lear
ning
out
com
esfo
r al
l gra
de le
vels
or
cour
ses,
but
this
att
empt
has
not
impa
cted
the
pra
ctic
e of
mos
tte
ache
rs. R
espo
ndin
g to
stu
-de
nts
who
are
not
lear
ning
isle
ft to
the
dis
cret
ion
of in
di-
vidu
al t
each
ers.
A v
isio
n st
atem
ent
has
been
deve
lope
d fo
r th
e sc
hool
, but
mos
t st
aff a
re u
naw
are
of o
rar
e un
affe
cted
by
it.
Dev
elop
ing
Stag
e
Teac
hers
are
cle
ar r
egar
ding
the
lear
ning
out
com
es t
heir
stud
ents
are
to a
chie
ve. T
hey
have
dev
elop
ed s
trat
egie
s to
asse
ss s
tude
nt m
aste
ry o
fth
ese
outc
omes
, the
y m
onito
rth
e re
sults
, and
the
y at
tem
ptto
res
pond
to s
tude
nts
who
are
not
lear
ning
.
Staf
f mem
bers
hav
e w
orke
dto
geth
er to
des
crib
e th
esc
hool
the
y ar
e tr
ying
to c
re-
ate.
The
y ha
ve e
ndor
sed
this
gene
ral d
escr
iptio
n an
d fe
el a
sens
e of
ow
ners
hip
in it
.Sc
hool
impr
ovem
ent
plan
ning
and
staf
f dev
elop
men
t in
itia-
tives
are
tie
d to
the
sha
red
visi
on.
Sust
aini
ng S
tage
Lear
ning
out
com
es a
re c
lear
lyar
ticul
ated
to a
ll st
akeh
olde
rsin
the
sch
ool,
and
each
stu
-de
nt’s
atta
inm
ent
of t
he o
ut-
com
es is
car
eful
ly m
onito
red.
The
scho
ol h
as d
evel
oped
sys
-te
ms
to p
rovi
de m
ore
time
and
supp
ort
for
stud
ents
expe
rienc
ing
initi
al d
iffic
ulty
inac
hiev
ing
the
outc
omes
. The
prac
tices
, pro
gram
s, a
nd p
oli-
cies
of t
he s
choo
l are
con
tinu-
ally
ass
esse
d on
the
bas
is o
fth
eir
impa
ct o
n le
arni
ng. S
taff
mem
bers
wor
k to
geth
er to
enha
nce
thei
r ef
fect
iven
ess
inhe
lpin
g st
uden
ts a
chie
vele
arni
ng o
utco
mes
.
Staf
f mem
bers
rou
tinel
y ar
tic-
ulat
e th
e m
ajor
prin
cipl
es o
fth
e sh
ared
vis
ion
and
use
thos
e pr
inci
ples
to g
uide
the
irda
y-to
-day
effo
rts
and
deci
-si
ons.
The
y ho
nest
ly a
sses
sth
e cu
rren
t re
ality
in t
heir
scho
ol a
nd c
ontin
ually
see
kef
fect
ive
stra
tegi
es fo
r re
duc-
ing
the
disc
repa
ncie
s be
twee
nth
e co
nditi
ons
desc
ribed
inth
e vi
sion
sta
tem
ent
and
thei
rcu
rren
t re
ality
.
The
Pro
fess
iona
l Le
arni
ng C
omm
unit
y Con
tinu
um
25
REPRODUCIBLE
Learning by Doing © 2006 Solution Tree ■ www.solution-tree.com
Elem
ent
of a
PLC
Shar
ed V
alue
s:H
ow m
ust
we
beha
ve t
oad
vanc
e ou
r vi
sion
?
Goa
ls:
Wha
t ar
e ou
r pr
iori
ties
?
Com
mun
icat
ion:
How
do
we
com
mun
icat
ew
hat
is im
port
ant?
Pre-
Init
iati
on S
tage
Staf
f mem
bers
hav
e no
t ye
tar
ticul
ated
the
att
itude
s,be
havi
ors,
or
com
mitm
ents
they
are
pre
pare
d to
dem
on-
stra
te in
ord
er to
adv
ance
the
mis
sion
of l
earn
ing
for
all a
ndth
e vi
sion
of w
hat
the
scho
olm
ight
bec
ome.
If t
hey
disc
uss
scho
ol im
prov
emen
t, th
eyfo
cus
on w
hat
othe
r gr
oups
mus
t do
.
No
effo
rt h
as b
een
mad
e to
enga
ge t
he s
taff
in s
ettin
gan
d de
finin
g sc
hool
impr
ove-
men
t go
als
rela
ted
to s
tude
ntle
arni
ng. I
f goa
ls e
xist
, the
yha
ve b
een
deve
lope
d by
the
adm
inis
trat
ion.
Ther
e is
no
clea
r, co
nsis
tent
mes
sage
reg
ardi
ng t
he p
riori-
ties
of t
he s
choo
l or
dist
rict.
Initi
ativ
es a
re c
hang
ing
con-
stan
tly a
nd d
iffer
ent
peop
le in
the
orga
niza
tion
seem
to h
ave
diffe
rent
pet
pro
ject
s.
Init
iati
on S
tage
Staf
f mem
bers
hav
e ar
ticu-
late
d st
atem
ents
of b
elie
fs o
rph
iloso
phy
for
thei
r sc
hool
;ho
wev
er, t
hese
val
ue s
tate
-m
ents
hav
e no
t ye
t im
pact
edth
eir
day-
to-d
ay w
ork
or t
heop
erat
ion
of t
he s
choo
l.
Staf
f mem
bers
hav
e pa
rtic
i-pa
ted
in a
pro
cess
to e
stab
lish
goal
s, b
ut th
e go
als
are
typi
-ca
lly s
tate
d as
pro
ject
s to
be
acco
mpl
ishe
d or
are
writ
ten
sobr
oadl
y th
at th
ey a
re im
pos-
sibl
e to
mea
sure
. The
goa
ls d
ono
t yet
influ
ence
inst
ruct
iona
lde
cisi
ons
in a
mea
ning
ful w
ay.
A s
mal
l gro
up o
f lea
ders
inth
e sc
hool
or
dist
rict
isde
clar
ing
the
impo
rtan
ce o
f apr
ogra
m o
r in
itiat
ive.
The
iref
fort
s ha
ve y
et to
impa
ctpr
actic
e to
any
sig
nific
ant
degr
ee.
Dev
elop
ing
Stag
e
Staf
f mem
bers
hav
e m
ade
aco
nsci
ous
effo
rt to
art
icul
ate
and
prom
ote
the
attit
udes
,be
havi
ors,
and
com
mitm
ents
that
will
adv
ance
the
ir vi
sion
of t
he s
choo
l. Ex
ampl
es o
f the
core
val
ues
at w
ork
are
shar
ed in
sto
ries
and
cele
bra-
tions
. Peo
ple
are
conf
ront
edw
hen
they
beh
ave
in w
ays
that
are
inco
nsis
tent
with
the
core
val
ues.
Staf
f mem
bers
hav
e w
orke
dto
geth
er to
est
ablis
h lo
ng- a
ndsh
ort-t
erm
impr
ovem
ent g
oals
for
thei
r sc
hool
. The
goa
ls a
recl
early
com
mun
icat
ed. A
sses
s-m
ent t
ools
and
str
ateg
ies
have
been
dev
elop
ed a
nd im
ple-
men
ted
to m
easu
re p
rogr
ess
tow
ard
the
goal
s.
The
scho
ol o
r di
stric
t is
beg
in-
ning
to a
lign
prac
tices
with
stat
ed p
riorit
ies.
New
str
uc-
ture
s ha
ve b
een
crea
ted
tosu
ppor
t th
e in
itiat
ive,
reso
urce
s ha
ve b
een
re-a
llo-
cate
d, a
nd s
yste
ms
for
mon
i-to
ring
the
prio
ritie
s ha
ve b
een
put
into
pla
ce. E
vide
nce
ofpr
ogre
ss is
not
ed a
nd p
ublic
lyce
lebr
ated
.
Sust
aini
ng S
tage
The
valu
es o
f the
sch
ool a
reem
bedd
ed in
the
sch
ool c
ul-
ture
. The
se s
hare
d va
lues
are
evid
ent
to n
ew s
taff
and
toth
ose
outs
ide
of t
he s
choo
l.Th
ey in
fluen
ce p
olic
ies,
pro
ce-
dure
s, a
nd d
aily
pra
ctic
es o
fth
e sc
hool
as
wel
l as
day-
to-
day
deci
sion
s of
indi
vidu
alst
aff m
embe
rs.
All s
taff
purs
ue m
easu
rabl
epe
rform
ance
goa
ls a
s pa
rt o
fth
eir
rout
ine
resp
onsi
bilit
ies.
Goa
ls a
re c
lear
ly li
nked
to th
esc
hool
’s sh
ared
vis
ion.
Goa
lat
tain
men
t is
cele
brat
ed a
ndst
aff m
embe
rs d
emon
stra
tew
illin
gnes
s to
iden
tify
and
pur-
sue
chal
leng
ing
stre
tch
goal
s.
The
prio
ritie
s of
the
scho
ol o
rdi
stric
t are
dem
onst
rate
d in
the
ever
yday
pra
ctic
es a
ndpr
oced
ures
of t
he s
choo
l and
the
assu
mpt
ions
, bel
iefs
, and
beha
vior
s of
the
staf
f. Th
e pr
i-or
ities
are
evi
dent
to s
tude
nts,
pare
nts,
new
sta
ff m
embe
rs,
and
even
vis
itors
to th
e sc
hool
or d
istr
ict.
Stor
ies
of e
xtra
or-
dina
ry c
omm
itmen
t to
the
pri-
oriti
es a
re p
art o
f the
lore
that
bind
s pe
ople
toge
ther
.
26
REPRODUCIBLE
60 Learning by Doing © 2006 Solution Tree ■ www.solution-tree.com
Elem
ent
of a
PLC
Clar
ity
Reg
ardi
ng W
hat
Stud
ents
Mus
t K
now
and
Be
Abl
e to
Do
Pre-
Init
iati
on S
tage
Ther
e ha
s be
en li
ttle
effo
rt to
esta
blis
h a
com
mon
cur
ricu-
lum
for
stud
ents
. Tea
cher
s ar
efre
e to
det
erm
ine
wha
t th
eyw
ill t
each
and
how
long
the
yw
ill t
each
it.
Init
iati
on S
tage
Dis
tric
t le
ader
s ha
ve e
stab
-lis
hed
curr
icul
um g
uide
s th
atat
tem
pt to
alig
n th
e di
stric
tcu
rric
ulum
with
sta
te s
tan-
dard
s. R
epre
sent
ativ
e te
ach-
ers
may
hav
e as
sist
ed in
deve
lopi
ng t
he c
urric
ulum
guid
es. T
he m
ater
ials
hav
ebe
en d
istr
ibut
ed to
eac
hsc
hool
, but
the
re is
no
proc
ess
to d
eter
min
e w
heth
erth
e de
sign
ated
cur
ricul
um is
actu
ally
bei
ng ta
ught
.
Dev
elop
ing
Stag
e
Teac
hers
hav
e w
orke
d w
ithco
lleag
ues
to r
evie
w s
tate
stan
dard
s an
d di
stric
t cu
rric
u-lu
m g
uide
s. T
hey
have
atte
mpt
ed to
cla
rify
the
mea
ning
of t
he s
tand
ards
,es
tabl
ish
paci
ng g
uide
s, a
ndid
entif
y st
rate
gies
for
teac
hing
the
cont
ent
effe
ctiv
ely.
Sust
aini
ng S
tage
Teac
hers
hav
e w
orke
d in
col
-la
bora
tive
team
s to
bui
ldsh
ared
kno
wle
dge
rega
rdin
gst
ate
stan
dard
s, d
istr
ict
cur-
ricul
um g
uide
s, t
rend
s in
stu
-de
nt a
chie
vem
ent,
and
expe
ctat
ions
of t
he n
ext
cour
se o
r gr
ade
leve
l. A
s a
resu
lt of
thi
s co
llect
ive
inqu
iry,
teac
hers
hav
e es
tabl
ishe
d th
ees
sent
ial l
earn
ing
for
each
unit
of in
stru
ctio
n an
d ar
eco
mm
itted
to in
stru
ct t
heir
stud
ents
in t
he e
ssen
tial
lear
ning
acc
ordi
ng to
the
team
’s ag
reed
-upo
n pa
cing
guid
e. T
hey
know
the
crit
eria
they
will
use
in ju
dgin
g th
equ
ality
of s
tude
nt w
ork,
and
they
pra
ctic
e ap
plyi
ng t
hose
crite
ria u
ntil
they
can
do
soco
nsis
tent
ly. T
hey
dem
on-
stra
te a
hig
h le
vel o
f com
mit-
men
t to
the
ess
entia
lcu
rric
ulum
, to
thei
r st
uden
ts,
and
to t
heir
team
mat
es.
The
Pro
fess
iona
l Le
arni
ng C
omm
unit
y Con
tinu
um
27
REPRODUCIBLE
Learning by Doing © 2006 Solution Tree ■ www.solution-tree.com
Elem
ent
of a
PLC
Ass
essi
ng W
heth
er S
tu-
dent
s H
ave
Lear
ned
the
Esse
ntia
l Cur
ricu
lum
Pre-
Init
iati
on S
tage
Each
tea
cher
cre
ates
the
asse
ssm
ents
he
or s
he w
illus
e to
mon
itor
stud
ent
lear
n-in
g. A
sses
smen
ts m
ay v
ary
wid
ely
in fo
rmat
and
rig
orfro
m o
ne t
each
er to
ano
ther
.Th
e as
sess
men
ts a
re u
sed
pri-
mar
ily to
ass
ign
grad
es r
athe
rth
an to
info
rm t
each
er a
ndst
uden
t pr
actic
e. S
tate
or
prov
inci
al t
ests
are
adm
inis
-te
red
in t
he s
choo
l, bu
t te
ach-
ers
pay
little
att
entio
n to
the
resu
lts.
Init
iati
on S
tage
Dis
tric
t of
ficia
ls a
naly
ze t
here
sults
of s
tate
and
pro
vinc
ial
test
s an
d re
port
the
res
ults
toea
ch s
choo
l. Pr
inci
pals
are
expe
cted
to w
ork
with
sta
ff to
impr
ove
upon
the
res
ults
. The
dist
rict
may
als
o ad
min
iste
rdi
stric
t-lev
el a
sses
smen
ts in
core
cur
ricul
ar a
reas
. The
seas
sess
men
ts h
ave
been
crea
ted
by k
ey c
entr
al o
ffice
pers
onne
l, by
rep
rese
ntat
ive
teac
hers
ser
ving
on
dist
rict
com
mitt
ees,
or
by t
estin
gco
mpa
nies
who
hav
e so
ldth
eir
serv
ices
to t
he d
istr
ict.
Clas
sroo
m t
each
ers
typi
cally
feel
litt
le c
omm
itmen
t to
the
asse
ssm
ents
and
pay
litt
leat
tent
ion
to t
he r
esul
ts.
Dev
elop
ing
Stag
e
Teac
hers
hav
e w
orke
d to
geth
erto
ana
lyze
res
ults
from
sta
tean
d di
stric
t tes
ts a
nd to
deve
lop
impr
ovem
ent
stra
tegi
es to
app
ly in
thei
rcl
assr
oom
s. T
hey
have
disc
usse
d ho
w to
ass
ess
stud
ent l
earn
ing
on a
cons
iste
nt a
nd e
quita
ble
basi
s.Pa
ram
eter
s ar
e es
tabl
ishe
d fo
ras
sess
men
ts, a
nd in
divi
dual
teac
hers
are
ask
ed to
hon
orth
ose
para
met
ers
as th
eycr
eate
test
s fo
r th
eir
stud
ents
.Te
ache
rs o
f the
sam
e co
urse
or g
rade
leve
l may
cre
ate
aco
mm
on fi
nal e
xam
to h
elp
iden
tify
stre
ngth
s an
dw
eakn
esse
s in
thei
r pr
ogra
m.
Sust
aini
ng S
tage
Ever
y te
ache
r ha
s w
orke
d w
ithco
lleag
ues
to d
evel
op a
ser
ies
of c
omm
on, f
orm
ativ
e as
sess
-m
ents
that
are
alig
ned
with
stat
e or
pro
vinc
ial s
tand
ards
and
dist
rict c
urric
ulum
gui
des.
The
team
s ha
ve e
stab
lishe
dth
e sp
ecifi
c pr
ofic
ienc
y st
an-
dard
s ea
ch s
tude
nt m
ust
achi
eve
on e
ach
skill
. The
team
adm
inis
ters
com
mon
asse
ssm
ents
mul
tiple
tim
esth
roug
hout
the
scho
ol y
ear
and
anal
yzes
the
resu
ltsto
geth
er. T
eam
mem
bers
then
use
the
resu
lts to
info
rm a
ndim
prov
e th
eir
indi
vidu
al a
ndco
llect
ive
prac
tice,
to id
entif
yst
uden
ts w
ho n
eed
addi
tiona
ltim
e an
d su
ppor
t for
lear
ning
,an
d to
hel
p st
uden
ts m
onito
rth
eir
own
prog
ress
tow
ard
agre
ed-u
pon
stan
dard
s.
28
REPRODUCIBLE
Learning by Doing © 2006 Solution Tree ■ www.solution-tree.com
Elem
ent
of a
PLC
Syst
emat
ic In
terv
enti
ons
Ensu
re S
tude
nts
Rec
eive
Add
itio
nal T
ime
and
Supp
ort
for
Lear
ning
Pre-
Init
iati
on S
tage
Ther
e is
no
syst
emat
ic p
lan
eith
er to
mon
itor
stud
ent
achi
evem
ent
on a
tim
ely
basi
sor
to r
espo
nd to
stu
dent
s w
hoar
e no
t le
arni
ng w
ithad
ditio
nal t
ime
and
supp
ort.
Wha
t ha
ppen
s w
hen
stud
ents
expe
rienc
e di
fficu
lty in
lear
ning
will
dep
end
entir
ely
upon
the
tea
cher
to w
hom
they
are
ass
igne
d.
Init
iati
on S
tage
The
scho
ol h
as c
reat
edop
port
uniti
es fo
r st
uden
ts t
ore
ceiv
e ad
ditio
nal t
ime
and
supp
ort
for
lear
ning
bef
ore
and
afte
r sc
hool
. Stu
dent
sar
e in
vite
d ra
ther
tha
nre
quire
d to
get
thi
s su
ppor
t.M
any
of t
he s
tude
nts
who
are
mos
t in
nee
d of
hel
pch
oose
not
to
purs
ue it
.
Dev
elop
ing
Stag
e
The
scho
ol h
as b
egun
a p
ro-
gram
of p
rovi
ding
tim
e an
dsu
ppor
t fo
r le
arni
ng w
ithin
the
scho
ol d
ay, b
ut u
nwill
ing-
ness
to d
evia
te fr
om t
he t
radi
-tio
nal s
ched
ule
is li
miti
ng t
heef
fect
iven
ess
of t
he p
rogr
am.
The
staf
f has
ret
aine
d its
tra
-di
tiona
l 9-w
eek
grad
ing
peri-
ods,
and
it is
diff
icul
t to
dete
rmin
e w
hich
stu
dent
sne
ed a
dditi
onal
tim
e an
d su
ppor
t un
til t
he e
nd o
f the
first
qua
rter
. Add
ition
al
supp
ort
is o
nly
offe
red
at a
spec
ific
time
of t
he d
ay o
rw
eek
(for
exam
ple,
ove
r th
elu
nch
perio
d or
onl
y on
Wed
nesd
ays)
and
the
sch
ool
is e
xper
ienc
ing
diffi
culty
inse
rvin
g al
l the
stu
dent
s w
hone
ed h
elp
durin
g th
e lim
ited
time
allo
tted
.
Sust
aini
ng S
tage
The
scho
ol h
as a
hig
hly
coor
-di
nate
d, s
eque
ntia
l sys
tem
inpl
ace.
The
sys
tem
is p
roac
tive:
It id
entif
ies
and
mak
es p
lans
for
stud
ents
to r
ecei
ve e
xtra
supp
ort
even
bef
ore
they
enro
ll. T
he a
chie
vem
ent
ofea
ch s
tude
nt is
mon
itore
d on
a tim
ely
basi
s. S
tude
nts
who
expe
rienc
e di
fficu
lty a
rere
quire
d, r
athe
r th
an in
vite
d,to
put
in e
xtra
tim
e an
d ut
i-liz
e ex
tra
supp
ort.
The
plan
ism
ulti-
laye
red.
If t
he c
urre
ntle
vel o
f sup
port
is n
ot s
uffi-
cien
t, th
ere
are
addi
tiona
l lev
-el
s of
incr
ease
d tim
e an
dsu
ppor
t. M
ost
impo
rtan
tly, a
llst
uden
ts a
re g
uara
ntee
dac
cess
to t
his
syst
emat
icin
terv
entio
n re
gard
less
of t
hete
ache
r to
who
m t
hey
are
assi
gned
.
The
Pro
fess
iona
l Le
arni
ng C
omm
unit
y Con
tinu
um
29
REPRODUCIBLE
112 Learning by Doing © 2006 Solution Tree ■ www.solution-tree.com
Elem
ent
of a
PLC
Colla
bora
tive
Tea
ms
ofTe
ache
rs F
ocus
on
Issu
esTh
at D
irec
tly
Impa
ctSt
uden
t Le
arni
ng
Pre-
Init
iati
on S
tage
Ther
e is
no
syst
emat
ic p
lan
inpl
ace
to a
ssig
n st
aff m
embe
rsto
tea
ms
or p
rovi
de t
hem
with
time
to c
olla
bora
te. T
each
ers
wor
k in
isol
atio
n w
ith li
ttle
awar
enes
s of
the
str
ateg
ies,
met
hods
, or
mat
eria
ls u
sed
by t
heir
colle
ague
s.
Init
iati
on S
tage
Som
e st
ruct
ures
hav
e be
enpu
t in
to p
lace
for
teac
hers
who
may
be
inte
rest
ed in
col
-la
bora
ting.
Tea
cher
s ar
een
cour
aged
but
not
req
uire
dto
par
ticip
ate.
Top
ics
tend
tofo
cus
on m
atte
rs o
ther
tha
ncl
assr
oom
inst
ruct
ion
and
stu-
dent
lear
ning
.
Dev
elop
ing
Stag
e
Tim
e ha
s be
en p
rovi
ded
dur-
ing
the
cont
ract
ual d
ay fo
rte
ache
rs to
wor
k to
geth
er in
team
s on
a r
egul
ar b
asis
(at
leas
t on
ce a
wee
k). G
uide
lines
have
bee
n es
tabl
ishe
d in
an
effo
rt to
ens
ure
staf
f mem
bers
use
colla
bora
tive
time
toad
dres
s to
pics
tha
t w
illim
pact
inst
ruct
ion.
Tea
ms
are
atte
mpt
ing
to d
evel
op p
osi-
tive
rela
tions
hips
and
impl
e-m
ent
spec
ific
proc
edur
es, b
utth
ey m
ay n
ot b
e co
nvin
ced
the
colla
bora
tive
team
proc
ess
is b
enef
icia
l. Le
ader
sof
the
sch
ool a
re s
eeki
ng w
ays
to m
onito
r th
e ef
fect
iven
ess
ofth
e te
ams.
Sust
aini
ng S
tage
Self-
dire
cted
tea
ms
repr
esen
tth
e pr
imar
y en
gine
of c
ontin
u-ou
s im
prov
emen
t in
the
scho
ol. T
eam
mem
bers
are
skill
ful i
n ad
voca
cy a
ndin
quiry
, hol
d ea
ch o
ther
acco
unta
ble
for
hono
ring
the
com
mitm
ents
the
y ha
ve m
ade
to o
ne a
noth
er, c
onsi
sten
tlyfo
cus
on t
he is
sues
tha
t ar
em
ost
sign
ifica
nt in
impr
ovin
gst
uden
t ac
hiev
emen
t, an
d se
tsp
ecifi
c m
easu
rabl
e go
als
tom
onito
r im
prov
emen
t. Th
eco
llabo
rativ
e te
am p
roce
ssse
rves
as
a po
wer
ful f
orm
of
job-
embe
dded
sta
ff de
velo
p-m
ent,
help
ing
both
indi
vidu
alm
embe
rs a
nd t
he t
eam
inge
nera
l bec
ome
mor
e ef
fec-
tive
in h
elpi
ng s
tude
nts
lear
nat
hig
h le
vels
. Sta
ff m
embe
rsco
nsid
er t
heir
colla
bora
tive
cultu
re v
ital t
o th
e ef
fect
ive-
ness
of t
heir
scho
ol.
The
Pro
fess
iona
l Le
arni
ng C
omm
unit
y Con
tinu
um
30
REPRODUCIBLE
Learning by Doing © 2006 Solution Tree ■ www.solution-tree.com
Elem
ent
of a
PLC
Crea
ting
a F
ocus
on
Res
ults
That
Impa
cts
Scho
ols,
Team
s, a
nd T
each
ers
Pre-
Init
iati
on S
tage
Ther
e is
no
effo
rt to
est
ablis
hsp
ecifi
c di
stric
t goa
ls in
tend
edto
impa
ct th
e di
rect
ion
of e
ach
scho
ol. T
he d
istr
ict r
eact
s to
prob
lem
s as
they
aris
e an
ddo
es li
ttle
to e
ither
focu
s on
the
futu
re o
r pr
omot
e co
ntin
u-ou
s im
prov
emen
t.
Init
iati
on S
tage
The
dist
rict
esta
blis
hes
mul
tiple
long
-ran
ge g
oals
as
part
of a
com
preh
ensi
vest
rate
gic
plan
ning
pro
cess
.Sc
hool
s m
ay c
reat
e an
nual
scho
ol im
prov
emen
t pl
ans
inre
spon
se t
o di
stric
t re
quire
-m
ents
, but
tho
se p
lans
hav
elit
tle im
pact
upo
n cl
assr
oom
prac
tices
.
Dev
elop
ing
Stag
e
The
dist
rict
has
iden
tifie
d a
few
key
goa
ls. E
very
sch
ool
then
ado
pts
goal
s de
sign
ed to
help
the
dis
tric
t ac
hiev
e its
targ
ets.
Eve
ry c
olla
bora
tive
team
in e
very
sch
ool a
dopt
sSM
ART
goa
ls s
peci
fical
lyal
igne
d w
ith it
s sc
hool
goa
ls.
A p
roce
ss is
in p
lace
to m
oni-
tor
each
tea
m’s
prog
ress
thro
ugho
ut t
he y
ear.
Sust
aini
ng S
tage
Educ
ator
s th
roug
hout
the
dis
-tr
ict
have
a r
esul
ts o
rient
a-tio
n. C
olla
bora
tive
team
s of
teac
hers
est
ablis
h bo
th a
nnu-
al g
oals
and
a s
erie
s of
sho
rt-
term
goa
ls to
mon
itor
thei
rpr
ogre
ss. T
hey
crea
te s
peci
ficac
tion
plan
s to
ach
ieve
goa
lsan
d cl
arify
the
evi
denc
e th
eyw
ill g
athe
r to
ass
ess
the
impa
ct o
f the
ir pl
ans.
Thi
sta
ngib
le e
vide
nce
of r
esul
tsgu
ides
the
wor
k of
tea
ms
aspa
rt o
f a c
ontin
uous
impr
ove-
men
t pr
oces
s. E
ach
mem
ber
unde
rsta
nds
the
goal
s of
the
team
, how
tho
se g
oals
rel
ate
to s
choo
l and
dis
tric
t go
als,
and
how
he
or s
he c
an c
on-
trib
ute
to a
chie
ving
the
goa
ls.
The
Pro
fess
iona
l Le
arni
ng C
omm
unit
y Con
tinu
um
31
REPRODUCIBLE
156 Learning by Doing © 2006 Solution Tree ■ www.solution-tree.com
Elem
ent
of a
PLC
A F
ocus
on
Res
ults
Pre-
Init
iati
on S
tage
Ther
e ar
e no
pro
cess
es to
use
resu
lts a
s a
tool
for
impr
ove-
men
t. Te
ache
rs fa
ll in
to a
pre
-di
ctab
le p
atte
rn: T
hey
teac
h,th
ey t
est,
they
hop
e fo
r th
ebe
st, a
nd t
hen
they
mov
e on
to t
he n
ext
unit.
Init
iati
on S
tage
Dis
tric
t le
ader
s an
alyz
ere
sults
from
hig
h-st
akes
sum
-m
ativ
e te
sts
such
as
stat
ean
d pr
ovin
cial
exa
min
atio
ns.
Dat
a ar
e sh
ared
with
eac
hsc
hool
, and
prin
cipa
ls a
ndte
ache
rs a
re e
ncou
rage
d to
revi
ew t
he r
esul
ts a
ndad
dres
s w
eakn
esse
s as
par
tof
the
ir sc
hool
impr
ovem
ent
plan
.
Dev
elop
ing
Stag
e
The
scho
ol h
as c
reat
ed a
spe
-ci
fic p
roce
ss to
brin
g to
geth
erco
llabo
rativ
e te
ams
of t
each
-er
s se
vera
l tim
es t
hrou
ghou
tth
e ye
ar to
ana
lyze
res
ults
from
com
mon
form
ativ
eas
sess
men
ts. T
eam
s id
entif
yar
eas
of c
once
rn a
nd d
iscu
ssst
rate
gies
for
impr
ovin
g th
eco
llect
ive
resu
lts. A
sses
s-m
ents
are
als
o us
ed to
iden
ti-fy
stu
dent
s w
ho a
reex
perie
ncin
g di
fficu
lty, a
ndth
e sc
hool
cre
ates
sys
tem
s to
prov
ide
thos
e st
uden
ts w
ithad
ditio
nal t
ime
and
supp
ort
for
lear
ning
.
Sust
aini
ng S
tage
Colla
bora
tive
team
s of
teac
h-er
s re
gard
ong
oing
ana
lysi
s of
resu
lts a
s a
criti
cal e
lem
ent i
nth
e te
achi
ng a
nd le
arni
ngpr
oces
s. T
hey
are
hung
ry fo
rin
form
atio
n on
stu
dent
lear
n-in
g an
d ga
ther
and
ana
lyze
evid
ence
from
a v
arie
ty o
fso
urce
s. R
esul
ts fr
om th
eir
com
mon
form
ativ
e as
sess
-m
ents
are
com
pare
d to
res
ults
from
sta
te a
nd p
rovi
ncia
las
sess
men
ts to
val
idat
e th
eef
fect
iven
ess
of th
eir
loca
las
sess
men
ts. T
each
ers
use
resu
lts to
iden
tify
stre
ngth
san
d w
eakn
esse
s in
thei
r in
di-
vidu
al p
ract
ice,
to h
elp
each
othe
r ad
dres
s ar
eas
of c
on-
cern
, and
to im
prov
e th
eir
effe
ctiv
enes
s in
hel
ping
all
stu-
dent
s le
arn.
Str
ateg
ical
lylin
ked
SMAR
T go
als
driv
e th
ew
ork
of e
ach
colla
bora
tive
team
. Ana
lysi
s of
the
perfo
rm-
ance
of i
ndiv
idua
l stu
dent
sen
able
s th
e te
am a
nd s
choo
lto
cre
ate
effic
ient
and
tim
ely
inte
rven
tions
. Im
prov
ed r
esul
tsan
d ac
hiev
emen
t of g
oals
are
the
basi
s fo
r a
cultu
re o
f cel
e-br
atio
n w
ithin
cla
ssro
oms,
the
scho
ol, a
nd th
e di
stric
t.
The
Pro
fess
iona
l Le
arni
ng C
omm
unit
y Con
tinu
um
32
REPRODUCIBLE
178 Learning by Doing © 2006 Solution Tree ■ www.solution-tree.com
Elem
ent
of a
PLC
Res
pond
ing
to C
onfli
ct in
aPL
C
Pre-
Init
iati
on S
tage
Peop
le r
eact
to c
onfli
ct w
ithcl
assi
c fli
ght
or fi
ght
resp
onse
s. M
ost
staf
fm
embe
rs w
ithdr
aw fr
omin
tera
ctio
ns in
ord
er to
avo
idth
ose
they
find
dis
agre
eabl
e.O
ther
s ar
e pe
rpet
ually
at
war
in a
crim
onio
us, u
npro
duct
ive
argu
men
ts t
hat
neve
r se
em to
get
reso
lved
. Peo
ple
seem
mor
e in
tere
sted
in w
inni
ngar
gum
ents
tha
n in
res
olvi
ngdi
ffere
nces
. Gro
ups
tend
tore
gard
eac
h ot
her
asad
vers
arie
s.
Init
iati
on S
tage
Scho
ol a
nd d
istr
ict
lead
ers
take
ste
ps to
res
olve
con
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tinu
um
33
APPENDIX C
STANDARDS FOR PROFESSIONAL LEARNING
34
35
APPENDIX D
PROFILE OF A LEARNER
36
Thinks creatively and critically• Innovates for an ever-changing world
• Problem solves for real-world situations
• Masters and applies academics for college and career success
Engages thoughtfully and respectfully• Builds positive and productive relationships
• Communicates skillfully and with confidence
• Demonstrates civility and empathy
Develops strong character• Maintains wellness and mindfulness in life
• Accepts responsibility for personal actions
• Embraces challenges with motivation and grit
Collaborates with others• Contributes to the community
• Enriches the learning of self and others
• Interacts with a team and values individual contributions
Explores our world• Exhibits limitless curiosity
• Employs responsible use of digital media and technology
• Advocates for self, others and the global community
ROCKWOOD MISSION: WE DO WHATEVER IT TAKES TO ENSURE ALL STUDENTS REALIZE THEIR POTENTIAL.
As a school community, this profile of a Rockwood learner
reflects the hopes, dreams and aspirations we hold for every
child. Our vision is that every child loves life and finds success.
Access, Opportunity, Equity
Teachers and Leaders
Efficiency and Effectiveness
www.rsdmo.org/forward39
6 R O C K W O O D S C H O O L D I S T R I C T
38
C O M P R E H E N S I V E S C H O O L I M P R O V E M E N T P L A N
STUDENT ACADEMIC LEARNING:Develop meaningful student learning experiences that encompass higher-level thinking, creativity and content mastery.GOAL LEADER: Dr. Shelley Willott — Assistant Superintendent Learning and Support ServicesOBJECTIVE: Create RELEVANT, THOUGHT-PROVOKING, AUTHENTIC learning experiences that engage all students.
Create opportunities and support for teachers to connect curricula by designing interdisciplinary experiences and/or project-based learning at all grade levels.Develop and implement a system that supports all students engaging in a senior capstone experience.Foster student curiosity by ensuring that all curricular areas include design thinking, critical thinking, problem-solving and inquiry-based experiences.Maintain a curriculum writing/revision process that ensures coursework is updated frequently enough to reflect skills that will prepare students for the future.Create a personalized, competency-based system of learning and assessment for students grades 6-12.Increase online and blended learning opportunities for students.
OBJECTIVE: Engage all students to take OWNERSHIP OF THEIR LEARNING.
Create systems for student goal-setting, self-assessment, and reflection in all coursework.Develop and implement a preK-12 scope and sequence for community service and/or service learning that connects to the curriculum. Develop a plan for every student to create a learner profile.Support pedagogical shifts in instruction that promote student voice, choice and collaboration.
OBJECTIVE: Equip all students with the FLEXIBILITY AND ADAPTABILITY needed to be successful in an ever-changing world.
Identify specific life skills to be explicitly taught to all students and embed them in the curriculum. Identify key communications skills Rockwood graduates will possess and develop proficiency scales for each.Ensure students possess the digital communication, digital literacy and digital citizenship skills necessary to engage effectively with others.Provide students with challenging problems throughout the curricula that take perseverance and grit to solve.Develop a media literacy plan that teaches students how to disseminate information and analyze information to determine bias.Create opportunities for students to explore personal interests within the existing curricula.Create courses and learning opportunities within existing curricula that reflect a global perspective.
S U C C E S S
39
R O C K W O O D S C H O O L D I S T R I C T
UNIVERSAL EQUITY, OPPORTUNITY, ACCESS:Provide all students access to a broad range of high-quality educational opportunities from early childhood to graduation.GOAL LEADER: Dr. Terry Harris – Executive Director Student ServicesOBJECTIVE: Utilize a SYSTEMATIC APPROACH to increase student equity, access and opportunity.
Adopt an educational equity statement for the district.Develop a multi-tiered system of support that provides differentiated levels of resources based upon academic, behavioral, social emotional and physical needs. Explore opportunities to support inclusive school environments for all students. Form a subcommittee within Rockwood Learning Council to engage teacher leaders and administrators in the areas of access, opportunity, and equity.Conduct an equity audit.
OBJECTIVE: Provide a CULTURALLY RESPONSIVE ENVIRONMENT for all students.
Develop a framework, common language, and supports for teachers, staff and students.Provide employee training on culturally competent and responsive teaching strategies and equity for all identities.
OBJECTIVE: Empower all students to design PERSONALIZED PATHWAYS for their future.
Develop a comprehensive K-12 college and career readiness plan.Increase enrollment of students from underrepresented populations in advanced coursework and expand supports for their success.Create multiple pathways to a high school diploma, providing students with personalized educational programming.
S U C C E S S
40
C O M P R E H E N S I V E S C H O O L I M P R O V E M E N T P L A N
CHARACTER AND WELL-BEING:Establish a multi-tiered system of support that provides for the emotional, social, behavioral and physical needs of each student.GOAL LEADER: Dr. Terry Harris – Executive Director Student ServicesOBJECTIVE: Develop and utilize a CONTINUUM OF SOCIAL EMOTIONAL CURRICULUM built upon a foundation of character education principles for all students.
Provide professional learning opportunities in the area of restorative practices and relationship building at all levels.Expand restorative practices and programs to all schools at all levels.Partner with community organizations for mental health resources for adolescent depression and suicide awareness, which is inclusive of mental health, wellness and mindfulness.Develop a student health and wellness survey and utilize the results to identify student needs.
OBJECTIVE: Provide WARM, WELCOMING AND SAFE school environments.
Provide opportunities for parents and guardians to learn about the intellectual and developmental needs of their children, at all ages, and participate constructively in their children’s education.Implement support structures that are rooted in empathy, fairness, and justice.Expand the school district’s anti-bullying program.Collaborate with emergency management officials to ensure best practices are implemented for school safety.Review and evaluate the district’s comprehensive safety plan.Provide professional learning on safety for staff at all levels.
S U C C E S S
41
R O C K W O O D S C H O O L D I S T R I C T
COMMUNITY NETWORKS:Build community, business and university partnerships to expand innovative, experiential and real-world learning and mobilize community resources.GOAL LEADER: Dr. Shelley Willott – Assistant Superintendent Learning and Support ServicesOBJECTIVE: Collaborate to develop a SHARED VISION AND SYSTEMATIC APPROACH for increasing community partnerships.
Establish a process to engage businesses and universities in preparing students for life after high school. Form an advisory council that includes stakeholders who meet regularly to review and evaluate needs, discuss trends, and make adjustments accordingly.
OBJECTIVE: SUSTAIN AND EXPAND PARTNERSHIPS that meet the needs of students, staff and families.
Develop community and business partnerships that support mentorships and learning opportunities.Foster the development of leadership through community service and partnerships.Collaborate with local agencies and external partners to provide social and emotional learning support to our school community.
S U C C E S S
42
C O M P R E H E N S I V E S C H O O L I M P R O V E M E N T P L A N
EFFICIENCY AND EFFECTIVENESS:Cultivate an environment of efficient and effective business operations, school facilities management, programming and fiscal responsibility.GOAL LEADER: Mr. Paul Northington – Rockwood Chief Financial OfficerOBJECTIVE: Maintain a comprehensive FACILITIES PLAN that is reviewed annually to support student learning.
Monitor future enrollment growth and building capacity in schools.Address storage capacity needs within our child nutrition services, learning support and curriculum, technology and warehouse.Conduct a needs assessment to adapt innovative spaces in our school buildings and allow flexibility for traditional and modern learning environments.
OBJECTIVE: Maintain fiscal responsibility by supporting a BALANCED BUDGET.
Maintain fund balance reserves as defined by board policy.Communicate and educate our community on debt service levy transition plan.Continue to communicate with transparency our financial data.Develop a long-term plan for efficient management of school buses. Explore opportunities for new revenue sources.
OBJECTIVE: Maintain a comprehensive TECHNOLOGY PLAN that is reviewed annually to support student learning.
Establish processes to evaluate digital tools and sunset those no longer needed.Fund technology staffing and professional learning to support skilled network administration, database administration and cyber security.Transition hardware purchases from bond issue to operating/capital via debt service transition plan. Separate funding of the district’s cycle maintenance and refresh from innovative projects.
S U C C E S S
43
R O C K W O O D S C H O O L D I S T R I C T
STAFF, TEACHERS AND LEARNERS:Recruit, attract, develop and retain outstanding staff to provide the best instruction and educational opportunities for all students.GOAL LEADER: Dr. Katie Reboulet – Assistant Superintendent Human ResourcesOBJECTIVE: Develop a system to RECRUIT AND RETAIN top talent.
Ensure our workforce represents the diversity of the students and community we serve.Host a quarterly meeting for substitutes or volunteers where we provide information on university and teaching certification programs.Utilize technology to develop innovative application and recruitment strategies.Expand relationships with post-secondary institutions to support recruitment of quality teachers.Expand new teacher/staff mentorship.Provide internships for high school and college students (one year-long).Create an Individual Development Plan for every employee for professional development, which will help train employees for other positions and to fill positions in the future.Develop incentives for hard-to-fill jobs, such as school bus drivers.
OBJECTIVE: Provide TEACHER and PRINCIPAL EVALUATION systems that align with the district strategic plan.
Conduct audits of the Teacher Evaluation Instrument (TEI) and Principal Evaluation Instrument (PEI) to analyze alignment with strategic plan.Implement a plan to incorporate the findings of the TEI/PEI audit.
S U C C E S S
44
C O M P R E H E N S I V E S C H O O L I M P R O V E M E N T P L A N
STRONG LEADERSHIP:Advance the mission, vision, core values and goals that define, connect and guide the Rockwood School District. GOAL LEADER: Dr. Lisa Counts – Assistant Superintendent Supervision of SchoolsOBJECTIVE: Grow district LEADERSHIP CAPACITY.
Develop a district profile of a leader.Continue to provide shadow and field experience for potential administrators. Provide professional learning for district leaders aligned to strategic plan.
OBJECTIVE: The Board of Education GOVERNS the Rockwood School District in an efficient, effective, and fiscally responsible manner.
Provide a meaningful superintendent evaluation process that is focused on student achievement and school improvement.Facilitate the implementation of the Rockwood strategic plan.Develop visualizations to monitor implementation of the strategic plan.Represent the school community with a unified voice to benefit the students, staff and patrons of the district. Seek feedback from all members of the school community to build trust and guide decision-making.Ensure the local board of education, leadership and staff communicate with all stakeholders.
S U C C E S S
CONCLUSION: CONTINUOUS IMPROVEMENTEach objective will be reviewed annually from 2020-2025 to ensure accountability toward the strategic plan. As we move forward, the action steps and strategies may be refined and updated. Rockwood will identify multiple measures of evidence of learning and growth as we meet the future needs of our students and school community.
This plan is not intended to be the definitive statement on the Rockwood School District’s mission, vision and direction. Rather, it is the first step of a journey that we take with our students.
This does not mean that we will launch into a number of educational leaps; instead, we will take calculated risks, embracing new, creative, and evidence-based models of learning that will inform our steps.
The Way Forward was developed after hundreds of hours of community listening and conversation. It was founded on research and borne out of the love for our students. Let’s be courageous as we make our way forward to benefit Rockwood students.
45
APPENDIX E
PROFESSIONAL DEVELOPMENT COMMITTEE GUIDELINES
46
PROFESSIONAL DEVELOPMENT COMMITTEE GUIDELINES Purpose Statement:
We do whatever it takes to ensure all students realize their potential.
I. General Responsibilities
A. To provide a vehicle by which the expertise of the district personnel may be
brought together regarding professional learning.
B. Develop and oversee a mentor training program.
C. Identify district-wide instructional concerns and remedies.
D. Assess faculty needs and communicate in-service opportunities to school staff.
E. Present faculty suggestions, ideas, and recommendations pertaining to
professional learning to the administration.
F. Approve expenditures for professional learning activities as outlined in the
Outstanding Schools Act.
G. Serve as professional learning resources in the schools and in the district.
H. To function as an advisory organization submitting recommendations to the
Superintendent and Board of Education for information and adoption.
I. Review district-wide plans pertaining to professional learning prior to
implementation.
J. Report district-wide long-term planning regarding professional learning:
including goals, budget issues, and areas of emphasis.
K. Advocate for effective professional learning at both district and building level.
II. Structure
A. The Professional Development Committee (PDC) will meet as a sub-committee of
the Rockwood Learning Council (RLC).
B. PDC will have an elementary and a secondary committee. Each committee will
have their own Chair and Chair-Elect.
III. Representation
A. Membership
1. One PDC member will be elected by the certified staff from each elementary
school, Early Childhood, Center for Creative Learning and the Individualized
Learning Center. Certified staff members include teachers, librarians, and
counselors.
2. Two PDC members shall be elected by the certified staff from each middle
school and high school. Certified members include teachers, librarians, and
counselors.
3. The PDC chair shall act as a non-voting, ex-officio member during their term
of office.
4. An elected representative from the PDC Chair’s school will serve as the
voting PDC representative of that school during the PDC Chair’s term in
office.
5. One administrator from elementary, middle and high school levels shall be
appointed as voting members.
6. One parent representative appointed by the PTO President’s forum shall serve
as a voting member for the elementary committee and the secondary
committee.
47
7. One Special School District administrator shall be appointed by the
Rockwood Special School District staff as ex-officio, non-voting member.
The administrator will have the option to attend either the elementary of
secondary PDC meeting.
8. One RNEA Executive Board member shall serve as ex-officio, non-voting
member of the elementary and secondary committee.
9. One Content Facilitator or Coordinator will serve as a voting member on
either the elementary or secondary committee.
10. One Instructional Technology specialist will serve as a voting member on
either the elementary of secondary committee.
11. One Data Analyst will serve a s voting member on either the elementary of
secondary committee.
12. The Coordinator of Professional Learning shall serve as ex-officio, non-voting
member.
13. The Director Learning Development will serve as ex-officio, non-voting
member and act as the liaison between PDC and the superintendent’s Cabinet.
Shall the Director Learning Development be unable to act as liaison; the
Coordinator of Professional Learning will serve in this capacity.
B. Unexpired Terms
1. Should a vacancy of a PDC member (either temporary due to a leave of
absence or permanent due to a transfer or leaving the district) occur, another
member of the school faculty shall be elected to complete the term.
2. Should a vacancy of the Chair position (either temporary due to a leave of
absence or permanent due to a transfer of leaving the district) occur, the
Chair-Elect will fill the vacancy and another member of the PDC shall be
elected as the new Chair-Elect. An elected representative from the new Chair-
Elect’s school faculty will fill the representative position.
3. Should a vacancy of the Chair-Elect position (either temporary due to a leave
of absence or permanent due to a transfer or leaving the district) occur,
another member of the PDC shall be elected as the new Chair-Elect. An
elected representative from the new Chair-Elect’s school faculty will fill the
position.
C. Qualifications for Membership
1. Staff members of the Professional Development Committee will have taught
in the district for two or more years and be master teachers.
2. Members of the PDC must be knowledgeable of school improvement efforts.
3. PDC members shall show exceptional interest in professional learning and
professional growth issues and be well-respected by staff and administration.
D. Terms of Service
1. Newly elected certified members will serve a term of three years (including
RNEA, Content Facilitator or Coordinator, Instructional Technology
Specialist, Data Analyst and SSD).
2. Newly appointed administrators will serve a term of two years.
3. Newly appointed parent members will serve a term of two years.
4. Should a member be chosen as Chair-Elect by the PDC at the end of their regular
term of service, and not be re-elected by their school staff as PDC representative,
they may serve as Chair-Elect the next school year and Chair the following year.
Following their service as Chair, their term will expire.
48
E. Elections
1. When a new PDC member needs to be elected, qualifications will be
discussed, a call for nominations from certified staff (teachers, librarians, and
counselors) and nominations from the principal(s) will be sought in April.
2. The principal will create a ballot from the names submitted.
3. The building principal along with a certified staff member will coordinate
the election during the month of April, with elections completed by May 1.
4. PDC Chair-Elect: Interested PDC members notify the Director Learning
Development prior to the last meeting. Each candidate presents a speech
to PDC at the last meeting regarding qualifications, and is selected through
secret ballot vote. Ballots are counted after the meeting and the new PDC
Chair-Elect will be notified through e-mail and shared with PDC.
IV. Procedures
A. The Committee shall select a chair and a chair-elect for the elementary and
secondary committee, who will serve as chair the following year. The minutes
will be kept by the secretary to the Director Learning Development.
B. The Committee will be made aware of the professional learning expenditures that
traditionally amounted to well over 1% of the total district operating budget.
1. All expenditures must be related to the objectives of the District Professional
Learning Plan.
2. The administration must be consulted and the Board must approve all
expenditures.
C. The committee shall vote on other issues that come before it, and communicate
results to the appropriate parties.
D. The Committee shall meet September through April, during regular school hours.
E. The Committee shall communicate professional learning matter to their respective
stakeholder groups.
F. the Committee will periodically review the District Professional Learning Plan as it
relates to professional learning.
G. The Committee will divide into working sub-committees as needed.
H. PDC will make an annual report to the Board of Education as required by MSIP
Guidelines.
49
APPENDIX F
PROFESSIONAL LEARNING BUDGET
50
Rockwood School District
Professional Development Budget
2019-2020
Professional Development (Administrative)
Conference Registrations, travel, etc. (Learning Forward, Missouri
State Development Council, ASCD, professional organization
memberships, software and online professional development
subscriptions) $ 46,269
Mileage $ 1,500
Total $ 47,769
Professional Development (School Year)
Subs for mentor/mentee, Ignite Rockwood and other professional
learning opportunities $ 35,222
Mentor, New Teacher Training Stipends $231,605
Consultants for Support Staff and Certified Staff $ 14,000
Professional Learning Department Supplies and Resource Materials $ 37,354
Total $318,181
Summer Workshops
(Technology, CSIP Goal-Specific, Curriculum)
June Workshop Stipends $ 80,743
July/August Workshop Stipends $ 48,500
Total $129,243
National Board Certification
Subs for Candidate Release time (1-3 per candidate), 1 per
Candidate Support Provider $ 9,191
Stipends for Candidate Support Providers and Cohort Leaders $ 18,501
NBCT Fee Reimbursement $ 7,750
Total $ 35,442
PDC Site-Based and Out-of-District Grant Funding
Site-Based Grants $ 96,498
Out-of-District and Online Grants $ 5,000
Total $101,498
GRAND TOTAL $632,133
51
APPENDIX G
PROFESSIONAL LEARNING EXPECTATIONS FOR TEACHERS NEW TO ROCKWOOD
52
Professional Learning Expectations
Teachers New to Rockwood
< 2 Years Missouri Public School Experience
Year 1 in Rockwood Year 2 in Rockwood Year 3-5 in Rockwood
Professional
Learning
Creating a Culture for
Teaching and Learning* (summer or
fall workshops)
Beginning Teacher
Professional Learning
Series* – fulfills the
BTAP requirement for
certification (quarterly
during the school day)
Consultation with
Instructional Coaches
(Elementary only)
Assessment for Learning*
Professional learning will be
supported through district
opportunities, PLC
relationships, and administrative
support.
Mentor
Supports
Focus on Creating a
Culture for Teaching and
Learning
Mentor/Mentee Checklist
Focus on Assessment for
Learning
Mentor/Mentee Checklist
As needed per administrator
request
Teachers will be notified by their administrator regarding the number of growth plans to
be accomplished and whether or not they are evaluative.
*Sign up in Solutionwhere – www.solutionwhere.com/ww/rockwood
53
Professional Learning Expectations
Teachers New to Rockwood
2+ Years Missouri Public School Experience
Year 1 in Rockwood Year 2 in Rockwood
Professional
Learning
Professional learning opportunities as
determined by teacher needs or administrator
recommendation.
Consultation with Instructional Coaches
(Elementary only)
Assessment for Learning*
Professional learning will be supported
through district opportunities, PLC
relationships, and administrative support.
Mentor
Supports
Differentiated supports based on teacher’s
background and experiences.
Mentor/Mentee Checklist
Mentor/Mentee Checklist
Teachers will be notified by their administrator regarding the number of growth plans to
be accomplished and whether or not they are evaluative.
Questions – contact Dawnette Wiskur 636-733-2113, [email protected]
54
APPENDIX H
NEW TEACHER MENTOR/MENTEE
PROTOCOLS AND GUIDELINES
55
Mentor/Mentee Guide for Professional Learning & Collaboration Year One in Rockwood
Name of New Teacher: Name of Mentor: School: School Year:
Anticipation: August / September
Strategy Initial and date when complete: Date Mentor Mentee
Schedule and conduct initial meeting to tour building, discuss procedures and provide general orientation to school, including community characteristics
Collaboratively determine how often, when and where your mentor/mentee meetings will take place
Support mentee in utilizing Infinite Campus, including log-in, navigation, attendance and grade reporting
Assist mentee in the setup and use of Gmail, including email and calendar navigation
Collaborate with mentee (and instructional coaches at the elementary level) to locate, review and utilize curriculum guides, assessment expectations and supporting documents/resources in order to develop and understanding of units of study, essential questions and essential learning standards and all related acronyms.
Discuss pre-assessment, assessment and use of data to personalize student learning
Collaborate with mentee to identify and utilize assessment tools appropriate to grade level/content area. Assessment productivity tools include but are not limited to:
● DataWise (longitudinal data on achievement tests)● STAR (Progress monitoring)● Benchmark Assessment System (BAS)● Mastery Manager (Classroom and district assessment tool)
Assist mentee in developing his/her Teacher Growth Plan(s), including personal and building goals, according to the timelines provided in the Teacher Evaluation Instrument
Assist mentee in utilizing library/media resources that can be used for instructional practice
Discuss availability of Instructional Technology support resources and processes
Conduct joint planning session(s) to consider learner expectations, assessment practices and resource utilization (invite an instructional coach in grades K-5)
Conduct ongoing discussions regarding strategies to build a relationship culture with students, parents and colleagues
56
Survival: October / November
Strategy Initial and date when complete: Date Mentor Mentee
Conduct observations of one another with a focus on the building goal of the TEI. Hold a pre and post conference to discuss what was observed. Substitutes are available for observations. Complete an online Substitute Request Form found on the Professional Learning page of One Rockwood.
Contact an instructional coach (language arts or math) to conduct observations of best practices. The instructional coach will schedule the classroom visits based on your professional learning needs.
Collaborate with mentee to determine their professional learning needs and provide assistance with accessing available resources, including but limited to:
● Content facilitator / coordinators● Instructional coaches● Partners in Education● Professional Learning Department● Instructional Technology● Data Analysts● Out-of-District Grants and EdPlus Credits to pursue professional learning
Collaborate to identify and address diverse learning needs of students (including background, ethnicity, culture, language, etc). Meet and collaborate with building and district level specialists who can assist with meeting the needs of diverse students as needed.
Collaborate with mentee to identify and utilize assessment tools appropriate to grade level/content area. Assessment productivity tools include but are not limited to:
● DataWise (longitudinal data on achievement tests)● STAR (Progress monitoring)● Benchmark Assessment System (BAS)● Mastery Manager (Classroom and district assessment tool)
Support mentee in the use of SolutionWhere as a tool to identify, register for and report professional learning opportunities
Joint planning session(s) to consider learner expectations, assessment practices, time management, etc.
Conduct ongoing discussions regarding strategies to build a relationship culture with students, parents and colleagues. Emphasize student engagement techniques.
Participate in a Celebration / Problem Solving meeting
57
Disillusionment - December / January
Strategy Initial and date when complete: Date Mentor Mentee
Collaborate with mentee to review and utilize curriculum guides, assessment expectations and supporting documents/resources in order to develop and understanding of units of study, essential questions and essential learning standards and all related acronyms. Include a discussion regarding curricular pacing.
Collaborate with mentee to determine their professional learning needs and provide assistance with accessing available resources, including but limited to:
● Content facilitator / coordinators● Instructional coaches● Partners in Education● Professional Learning Department● Instructional Technology● Data Analysts● Out-of-District Grants and EdPlus Credits to pursue professional learning
Collaborate to identify and address diverse learning needs of students (including background, ethnicity, culture, language, etc). Meet and collaborate with building and district level specialists who can assist with meeting the needs of diverse students as needed.
Support mentee in grade recording and reporting expectations, including end-of-semester expectations
Discuss overload and strategies in determining priorities
Participate in a Celebration / Problem Solving meeting
Conduct ongoing discussions regarding strategies to build a relationship culture with students, parents and colleagues. Emphasize meeting the social and emotional needs of students.
Conduct a first semester reflection meeting with mentee to reflect upon goals, strategies, and data/evidence collected towards Teacher Growth Plan(s)
Submit completed mentee Teacher Growth Plan summary and First Semester Reflection to the Professional Learning Department by the end of January.
58
Rejuvenation - February / March
Strategy Initial and date when complete: Date Mentor Mentee
Conduct observations of one another with a focus on the building goal of the TEI. Hold a pre and post conference to discuss what was observed. Substitutes are available for observations. Complete an online Substitute Request Form found on the Professional Learning page of One Rockwood.
Collaborate with mentee (and instructional coaches at the elementary level) to locate, review and utilize curriculum guides, assessment expectations and supporting documents/resources in order to develop and understanding of units of study, essential questions and essential learning standards and all related acronyms.
Collaborate with mentee to determine their professional learning needs and provide assistance with accessing available resources, including but limited to:
● Content facilitator / coordinators● Instructional coaches● Partners in Education● Professional Learning Department● Instructional Technology● Data Analysts● Out-of-District Grants and EdPlus Credits to pursue professional learning
Discuss pre-assessment, assessment and use of data to personalize student learning
Collaborate to identify and address diverse learning needs of students (including background, ethnicity, culture, language, etc). Meet and collaborate with building and district level specialists who can assist with meeting the needs of diverse students as needed.
In February, conduct a third quarter reflection meeting with mentee to reflect upon goals, strategies, and data/evidence collected towards Teacher Growth Plan(s)
Participate in a Celebration / Problem Solving meeting
Conduct ongoing discussions regarding strategies to build a relationship culture with students, parents and colleagues.
59
Reflection - April / May
Strategy Initial and date when complete: Date Mentor Mentee
Conduct ongoing discussions regarding strategies to build a relationship culture with students, parents and colleagues.
Participate in a Celebration / Problem Solving meeting
Collaborate with mentee to discuss opportunities for providing voice in education ● Involvement in building / district level opportunities● Involvement in content affiliated organizations● Membership / involvement in professional organizations● Participation in graduate programs
Discuss ongoing professional learning needs of mentee. Utilize SolutionWhere to identify and register for professional learning opportunities available to support these needs.
Support mentee in grade recording and reporting expectations, including end-of-semester expectations
Meet to discuss end of year procedures, including the checkout process for your building. Submit completed mentee Teacher Growth Plan summary and First Semester Reflection to the Professional Learning Department by the second Friday in May.
Over the course of the year, mentor has completed four or more periods/hours of observation and coaching
N/A
Over the course of the year including professional learning opportunities, mentee has completed four or more hours of observation of master teachers
N/A
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Mentor/Mentee Guide for Professional Learning and Collaboration Year Two in Rockwood
Name of New Teacher: Name of Mentor: School: School Year:
Anticipation: August / September
Strategy Initial and date when complete: Date Mentor Mentee
Schedule and conduct initial meeting to develop a collaborative culture of mutual trust and reflection. Include a reflection of first year experiences as well as any professional learning experiences. Based upon this foundation, discuss goals for the new school year.
Collaboratively determine how often, when and where your mentor/mentee meetings will take place
Collaborate with mentee (and instructional coaches at the elementary level) to locate, review and utilize curriculum guides, assessment expectations and supporting documents/resources in order to develop and understanding of units of study, essential questions and essential learning standards and all related acronyms.
Discuss pre-assessment, assessment and use of data to personalize student learning. *All second year teachers will be participating in Assessment of/for Learning.
Collaborate with mentee and data analysts, as appropriate, to identify and utilize assessment tools appropriate to grade level/content area. Assessment productivity tools include but are not limited to:
● DataWise (longitudinal data on achievement tests)● STAR (Progress monitoring)● Benchmark Assessment System (BAS)● Mastery Manager (Classroom and district assessment tool)
Assist mentee in developing his/her Teacher Growth Plan(s), including personal and building goals, according to the timelines provided in the Teacher Evaluation Instrument
Explore innovative teaching practices utilizing district resources, such as library/media specialists, instructional technology specialists and curriculum coordinators/facilitators
Conduct joint planning session(s) to consider learner expectations, assessment practices and resource utilization
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Survival: October - January
Strategy Initial and date when complete: Date Mentor Mentee
Conduct observations of one another with a focus on the building goal of the TEI. Hold a pre and post conference to discuss what was observed. Substitutes are available for observations. Complete an online Substitute Request Form found on the Professional Learning page of One Rockwood.
Collaborate with mentee (and instructional coaches at the elementary level) to locate, review and utilize curriculum guides, assessment expectations and supporting documents/resources in order to develop and understanding of units of study, essential questions and essential learning standards and all related acronyms.
Collaborate with mentee to determine their professional learning needs and provide assistance with accessing available resources, including but limited to:
● Content facilitator / coordinators● Instructional coaches● Partners in Education● Professional Learning Department● Instructional Technology● Data Analysts● Out-of-District Grants and EdPlus Credits to pursue professional learning
Collaborate to identify and address diverse learning needs of students (including background, ethnicity, culture, language, etc). Meet and collaborate with building and district level specialists who can assist with meeting the needs of diverse students as needed.
Support mentee in grade recording and reporting expectations, including end-of-semester expectations
Collaborate with mentee and data analysts, as appropriate, to identify and utilize assessment tools appropriate to grade level/content area. Assessment productivity tools include but are not limited to:
● DataWise (longitudinal data on achievement tests)● STAR (Progress monitoring)● Benchmark Assessment System (BAS)● Mastery Manager (Classroom and district assessment tool)
Joint planning session(s) to consider learner expectations, assessment practices, time management, etc.
Conduct ongoing discussions regarding strategies to build a relationship culture with students, parents and colleagues. Emphasize student engagement techniques.
Participate in a Celebration / Problem Solving meeting
Discuss overload and strategies in determining priorities
Conduct a first semester reflection meeting with mentee to reflect upon goals, strategies, and data/evidence collected towards Teacher Growth Plan(s)
Submit completed mentee Teacher Growth Plan summary and First Semester Reflection to the Professional Learning Department by the end of January.
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Rejuvenation - February / March
Strategy Initial and date when complete: Date Mentor Mentee
Conduct observations of one another with a focus on the building goal of the TEI. Hold a pre and post conference to discuss what was observed. Substitutes are available for observations. Complete an online Substitute Request Form found on the Professional Learning page of One Rockwood.
Collaborate with mentee to review and utilize curriculum guides, assessment expectations and supporting documents/resources in order to develop and understanding of units of study, essential questions and essential learning standards and all related acronyms. Include a discussion regarding curricular pacing.
Collaborate with mentee to determine their professional learning needs and provide assistance with accessing available resources, including but limited to:
● Content facilitator / coordinators● Instructional coaches● Partners in Education● Professional Learning Department● Instructional Technology● Data Analysts● Out-of-District Grants and EdPlus Credits to pursue professional learning
Discuss pre-assessment, assessment and use of data to personalize student learning *All second year teachers will be participating in Assessment of/for Learning.
Collaborate to identify and address diverse learning needs of students (including background, ethnicity, culture, language, etc). Meet and collaborate with building and district level specialists who can assist with meeting the needs of diverse students as needed.
In February, conduct a third quarter reflection meeting with mentee to reflect upon goals, strategies, and data/evidence collected towards Teacher Growth Plan(s)
Participate in a Celebration / Problem Solving meeting
Conduct ongoing discussions regarding strategies to build a relationship culture with students, parents and colleagues.
Reflection - April / May
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Strategy Initial and date when complete: Date Mentor Mentee
Conduct ongoing discussions regarding strategies to build a relationship culture with students, parents and colleagues.
Participate in a Celebration / Problem Solving meeting
Collaborate with mentee to discuss opportunities for leadership in education ● Involvement in building / district level committees● Involvement in content affiliated organizations● Membership / involvement in professional organizations● Participation in graduate programs
Discuss ongoing professional learning needs of mentee. Utilize SolutionWhere to identify and register for professional learning opportunities available to support these needs.
Support mentee in grade recording and reporting expectations, including end-of-semester expectations Submit completed mentee Teacher Growth Plan summary and First Semester Reflection to the Professional Learning Department by the second Friday in May.
Over the course of the year, mentor has completed four or more periods/hours of observation and coaching
N/A
Over the course of the year including professional learning opportunities, mentee has completed four or more hours of observation of master teachers
N/A
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APPENDIX I
PDC OUT-OF-DISTRICT AND ONLINE PROFESSIONAL LEARNING GRANT FUNDS
GUIDELINES AND APPLICATION
65
PDC Out-of-District and Online Professional Learning Grant Funds
Guidelines & Application
Please contact our department with any questions, concerns or clarifications:
Dr. Renee Trotier, Director Learning Development [email protected] 636-733-2108
Dawnette Wiskur, Coordinator Professional Learning [email protected] 636-733-2113
Nancy Varner, Department Secretary [email protected] 636-733-2111
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Purpose
The purpose of PDC Grant Funds for Out-of-District and Online Professional Learning is to provide
annual support of professional learning (that is not funded by another department) for certified
staff. Professional learning opportunities should focus on improving best instruction, increasing
student achievement, and be aligned to Rockwood School District’s strategic plan The Way Forward
or the Rockwood Profile of a Learner. PDC identified the following learning strands to align with
The Way Forward:
● Interdisciplinary Learning
● Collaboration
● Virtual/Blended Learning
● Social/Emotional Learning
● Equity and Access
● Curriculum and Assessment
● Leadership
Application Process
The application can be found at bit.ly/RSDPDCgrant. The application form will prompt you to
upload a “Request for Advance Travel Approval and Required P-Card Travel Information
Multi-Funding Source” form (available on One Rockwood ), as well as information regarding the
workshop description, registration information and all associated travel costs. Your direct
supervisor and the Professional Learning Department will review your application for approval.
Please note that applicants should not secure registration or travel arrangements prior to final
notification of approval. The application should be submitted at least four weeks before the
professional learning opportunity is scheduled to begin.
The PDC grant covers registration only. Applicants must secure another source of funding for
substitutes or travel expenses and note that source on the application. Please note that all
out-of-district travel must receive approval from the Learning and Support Services Department.
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Application Selection
Selection will be based on tight alignment with Rockwood School District’s strategic plan and
professional learning goals.
● Programs with an immediate, identifiable need and a plan to sustain the work will receive
funding preference. Additional consideration will be given as to how the information will
build capacity among other instructional leaders.
● If a similar professional learning opportunity is offered by the Rockwood School District, the
grant application will not be approved.
● Priority will be given to applicants who have not received grant funds in the previous year to
attend the same or similar professional learning opportunity.
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APPENDIX J
ADMINISTRATIVE PROFESSIONAL
DEVELOPMENT PLAN
69
2019-2020
Administrators’
Professional
Development Plan
Rockwood Mission: We do whatever it takes to ensure
all students realize their potential.
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Infinite Campus and Google Training Date: July 16, 2019
Time: 8:00 a.m. – 10:00 a.m.
Location: Administrative Annex – Room A103
Purpose/Description: Join Rockwood
Technology and learn about the district's web-
based student information system. Our
Rockwood experts will give new administrators
the launching point needed to use the system
and start the new school year.
Presenter: Deb Ketring and Sudha Natesan
Participants: New Administrators
Required: Yes
Time Clock Plus (TCP) Training Date: July 16, 2019
Time: 10:00 a.m. – 10:30 a.m.
Location: Administrative Annex - Room A103
Purpose/Description: Join Rockwood Human
Resources and learn how to manage the Time
Clock Plus (TCP) timekeeper system that is used
by our non-exempt employers as they manage
their time for payroll purposes. You will learn
how to use the Time Clock Plus Training system.
Presenter: Karl Weinrich and Terra Miller
Participants: New Building Administrators
Required: As needed for building role
BusinessPlus Training Date: July 16, 2019 Time: 10:30 a.m. – 11:00 a.m. Location: Administrative Annex – Room A103
Purpose/Description: Join Rockwood Finance and learn the system and accounting processes to effectively manage your school and department budget. Presenter: Carl Mertens
Participants: New Administrators
Required: Yes
Communications Training Date: July 17, 2019
Time: 9:00 a.m. – 11:00 a.m.
Location: Central Office Main Conference Room
Purpose/Description: Meet the members of the
Rockwood Communication team for a Q and A
about messaging, systems and planning. Learn
how to use your school’s automatic notification
system, website ad mobile app.
Presenter: Alex Fees and Karl Weinrich
Participants: New Building Administrators
Required: Yes
Learning and Support Service
Introduction Date: July 17, 2019
Time: 11:00 a.m. – 11:30 a.m.
Location: Central Office Main Conference Room
Purpose/Description: Join the Learning and
Support Services Team representing Curriculum
and Instruction; Research, Evaluation and
Assessment; and Professional Learning. The
team will share how they can support
curriculum, instruction, assessment, data, and
professional learning efforts in your building.
Presenter: Shelley Willott
Participants: New Building Administrators
Required: Yes
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New Administrators’ Conference Date: July 18, 2019
Time: 8:00 a.m. – 3:00 p.m.
Location: Lafayette High School
Purpose/Description: Integrated in this
conference will be an overview of our
Comprehensive School Improvement Plan,
discrimination and harassment training, annual
administrator legal update and detailed
information regarding the RSD mentor program.
Presenter: Dr. Mark Miles, Dr. Terry Harris,
Dr. Lisa Counts, Dr. Katie Reboulet and
Dr. Renee Trotier
Participants: New Administrators
Required: Yes
Administrators’ Conference Date: July 19, 2019
Time: 8:00 a.m. – 4:00 p.m.
Location: Lafayette High School
Purpose/Description: The Administrators'
Conference will provide participants with
background and effective leadership strategies.
Participants: All Administrators
Required: Yes
Hiring Procedures Date: July 29, 2019
Time: 12:00 p.m. – 1:00 p.m.
Location: Central Office Main Conference Room
Purpose/Description: RSD works hard to hire
the very best! This training will go over the
procedures and processes HR uses to hire both
certified and support staff positions. We will
review how to use Searchsoft, the on-line
program HR uses to post and recommend to
hire.
Presenter: Tracy Edwards and Stacy Neely
Participants: New Building Administrators
Required: Yes
Evaluation Training – Part 1 Date: July 29, 2019
Time: 1:00 p.m. – 4:00 p.m.
Location: Central Office Main Conference Room
Purpose/Description:
RSD uses several instruments to evaluate staff.
This training will go over both certified and
support evaluations that the district uses
including timelines, requirements and the use of
TalentEd-Perform which is our on-line program
that houses the evaluations.
Presenter: Tracy Edwards and Stacy Neely
Participants: New Building Administrators
Required: Yes
School Messenger Training Date: August 1, 2019
Time: 9:30 a.m. – 11:30 a.m.
Location: Administrative Annex – Room A100
Purpose/Description: Learn how to send voice,
email and text messages with School
Messenger. It's a vital communication
component for reaching your school families.
Whether it's for a reminder, an event or an
emergency situation, knowing how to utilize
School Messenger is critical for your school. If
you have a district laptop computer, please
bring it. This course is open to any school staff
who are new to School Messenger or who
would like a refresher.
Presenter: Karl Weinrich and Terra Miller
Participants: New Building Administrators
Required: As needed for building role
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Website Training 101 Date: August 1, 2019
Time: 1:00 p.m. – 3:00 p.m.
Location: Administrative Annex – Room A100
Purpose/Description: Join the Rockwood
Communications Department to learn how to
update school website pages and create new
announcements. This training is for people who
are new to SharePoint and for people who
would like a refresher. If you have a district
laptop computer, please bring it.
Presenter: Karl Weinrich and Terra Miller
Participants: New Building Administrators
Required: No
New Administrator Cohort Date: October 7, 2019, 1:00 p.m. – 4:00 p.m.,
Administrative Annex – Room A200
January 29, 2020, 8:00 a.m. – 11:00 a.m.,
Administrative Annex – Room A100
Purpose/Description: New administrators will
meet as a cohort once each semester to hone
leadership skills connected with their unique
roles in Rockwood and competencies connected
to the Missouri Leadership Development
System:
● Visionary Leadership
● Instructional Leadership
● Managerial Leadership
● Relational Leadership
● Innovative Leadership
Presenter: Renee Trotier
Participants: New Building Administrators
Required: Yes
Certified Evaluation Training – Part 2 Date: January 23, 2020
Time: 1:00 p.m. – 3:00 p.m.
Location: Central Office Main Conference Room
Purpose/Description: This training will review
the training from Evaluation Training Part 1 and
then go over how to write the summative
evaluation for certified staff.
Presenter: Tracy Edwards
Participants: New Building Administrators
Required: Yes
Hiring Procedures - Refresher Date: February 20, 2020
Time: 2:00 p.m. – 3:30 p.m.
Location: Central Office Main Conference Room
Purpose/Description: RSD works hard to hire
the very best! We will review procedures and
processes for hiring both certified and support
staff as well as review how to use Searchsoft.
FOR BLDG ADMIN- All certified positions for the
upcoming school year are posted on March 1st.
It is critical you attend this session so you are
familiar with the requirements of hiring certified
staff!
Presenter: Tracy Edwards
Participants: New Building Administrators
Required: Yes
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Leadership for Effective Teams Date/Time:
August 27, 2019, 12:30 p.m. – 3:30 p.m.,
October 14, 2019, 8:00 a.m. – 11:00 a.m.,
January 23, 2020, 8:00 a.m. – 11:00 a.m.,
March 11, 2020 12:30 p.m. – 3:30 p.m.
Location: Administrative Annex - Room A200 all
dates except August 27 – A100
Purpose/Description: This four-part series will
help leaders develop and share tools to lead
effective teams that do high quality work and
get results. The series will focus on aligning
teams, identifying effective working
arrangements, providing coaching and feedback
that helps to motivate individuals, and fostering
renewal to help teams reflect and adjust to
changing environments. Time will be built in for
participants to share best practices with each
other. This series will provide powerful learning
for building principals, managers, supervisors,
and others in leadership roles in the district as
well as for business partners in leadership roles.
Participants should plan to attend all four
sessions; however, if it's not possible to attend
all four, the learning will still be valuable to
principals, managers, supervisors, and business
partners.
Presenter: Renee Trotier
Participants: All Building Administrators
Required: No
Principal Networking Opportunity Date/Time:
July 24, 2019, 8:00 a.m. – 9:30 a.m.
Administrative Annex – Room A200
October 3, 2019, 8:00 – 9:30 a.m.
Administrative Annex – Room A200
December 4, 2019, 8:00 a.m. – 9:30 a.m.
Administrative Annex – Room A200
January 30, 2020, 8:00 a.m. – 9:30 a.m.
Administrative Annex - Room A103
March 11, 2020, 8:00 – 9:30 a.m.
Administrative Annex – Room A200
Purpose/Description: Networking opportunities
are optional events for principals to meet for
coffee and discuss relevant topics and share
ideas for instructional leadership. Topics will be
determined in advance based on the needs of
principals at that time. The July discussion will
focus on sharing ideas to inspire staff at "back-
to-school" meetings. Subsequent meeting topics
will come from needs that arise during the year
from principals or respond to events that
happen in our school community.
Presenter: Renee Trotier
Participants: All Building Administrators
Required: No
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Crisis Planning Workshop Date: September 12, 2019
Time: 9:00 a.m. – 11:15 a.m.
Location: Administrative Annex - Room A100
Purpose/Description: Building safety leaders
will be introduced to local first responders.
Groups will meet to discuss crisis scenarios.
Presenter: Terry Harris and Alex Fees
Participants: One Administrator from each
building
Required: Yes
CPI (Nonviolent Crisis Intervention) Refresher Training Date: Choose one:
October 17, 2019, 7:30 a.m. – 11:30 a.m.
October 30, 2019, 12:00 p.m. – 4:00 p.m.
December 11, 2019, 12:00 p.m. – 4:00 p.m.
December 13, 2019, 7:30 a.m. – 11:30 a.m.
February 12, 2020, 12:00 p.m. – 4:00 p.m.
February 13, 2020, 7:30 a.m. – 11:30 a.m.
March 4, 2020, 7:30 a.m. – 11:30 a.m.
Location: Administrative Annex – Room A100
Purpose/Description: To build on the
foundation you already have in place, it is
important to view Nonviolent Crisis Intervention
training as an ongoing process rather than a
one-time event. By participating in this formal
refresher course, you will have the opportunity
to: Develop a greater understanding of course
concepts, problem solve and strengthen crisis
intervention skills, receive additional supporting
information, and demonstrate ability and
confidence in applying course content and skills
to real-life work experiences.
Presenter: Jamie Smith
Participants: All Building Administrators
Required: Yes
Leadership for Effective Teams Date/Time:
August 27, 2019, 12:30 p.m. – 3:30 p.m.,
October 14, 2019, 8:00 a.m. – 11:00 a.m.,
January 23, 2020, 8:00 a.m. – 11:00 a.m.,
March 11, 2020 12:30 p.m. – 3:30 p.m.
Location: Administrative Annex - Room A200 all
dates except August 27 – A100
Purpose/Description: This four-part series will
help leaders develop and share tools to lead
effective teams that do high quality work and
get results. The series will focus on aligning
teams, identifying effective working
arrangements, providing coaching and feedback
that helps to motivate individuals, and fostering
renewal to help teams reflect and adjust to
changing environments. Time will be built in for
participants to share best practices with each
other. This series will provide powerful learning
for building principals, managers, supervisors,
and others in leadership roles in the district as
well as for business partners in leadership roles.
Participants should plan to attend all four
sessions; however, if it's not possible to attend
all four, the learning will still be valuable to
principals, managers, supervisors, and business
partners.
Presenter: Renee Trotier
Participants: All Building Administrators
Required: No
75
Principal Networking Opportunity Date/Time:
July 24, 2019, 8:00 a.m. – 9:30 a.m.
Administrative Annex – Room A200
October 3, 2019, 8:00 – 9:30 a.m.
Administrative Annex – Room A200
December 4, 2019, 8:00 a.m. – 9:30 a.m.
Administrative Annex – Room A200
January 30, 2020, 8:00 a.m. – 9:30 a.m.
Administrative Annex - Room A103
March 11, 2020, 8:00 – 9:30 a.m.
Administrative Annex – Room A200
Purpose/Description: Networking opportunities
are optional events for principals to meet for
coffee and discuss relevant topics and share
ideas for instructional leadership. Topics will be
determined in advance based on the needs of
principals at that time. The July discussion will
focus on sharing ideas to inspire staff at "back-
to-school" meetings. Subsequent meeting topics
will come from needs that arise during the year
from principals or respond to events that
happen in our school community.
Presenter: Renee Trotier
Participants: All Building Administrators
Required: No
Early Dismissal Professional Learning
Dates (Elementary) Date/Time: September 10-12, 2019 (Building)
October 1-3, 2019 - Science Curriculum
November 5-7, 2019 - Science Curriculum
December 3-5, 2019 - (Building)
January 17, 2020 - Social Studies Curriculum
February 14, 2020 - Social Studies Curriculum
April 9, 2020 - (Building)
May 5-7, 2020 - (Building)
Elementary administrators are encouraged to
attend Science and Social Studies Curriculum
Professional Learning with their teachers. In
addition, Cross Team Members (Curriculum,
Data, Instructional Technology, and Professional
Learning Departments) as well as the Student
Services Department are available to assist
elementary schools with professional learning
on building dates. Finally, the Student Services
Department will be scheduling some SEL
speakers on these dates that elementary
teachers and administrators can access at
principal discretion.
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Leadership for Effective Teams Date/Time:
August 27, 2019, 12:30 p.m. – 3:30 p.m.,
October 14, 2019, 8:00 a.m. – 11:00 a.m.,
January 23, 2020, 8:00 a.m. – 11:00 a.m.,
March 11, 2020 12:30 p.m. – 3:30 p.m.
Location: Administrative Annex - Room A200 all
dates except August 27 – A100
Purpose/Description: This four-part series will
help leaders develop and share tools to lead
effective teams that do high quality work and
get results. The series will focus on aligning
teams, identifying effective working
arrangements, providing coaching and feedback
that helps to motivate individuals, and fostering
renewal to help teams reflect and adjust to
changing environments. Time will be built in for
participants to share best practices with each
other. This series will provide powerful learning
for building principals, managers, supervisors,
and others in leadership roles in the district as
well as for business partners in leadership roles.
Participants should plan to attend all four
sessions; however, if it's not possible to attend
all four, the learning will still be valuable to
principals, managers, supervisors, and business
partners.
Presenter: Renee Trotier
Participants: All Building Administrators and
Department Supervisors
Required: No
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Elementary Principals
Date Time Location
September 9 8:30 a.m. – 11:30 a.m. Annex
November 4 8:30 a.m. – 11:30 a.m. Annex
February 10 8:30 a.m. – 11:30 a.m. Annex
March 30 8:30 a.m. – 11:30 a.m. Annex
Elementary Assistant Principals/Administrative Interns
Date Time Location
September 30 8:30 a.m. – 11:30 a.m. Annex
November 18 8:30 a.m. – 11:30 a.m. Annex
February 24 8:30 a.m. – 11:30 a.m. Annex
April 6 8:30 a.m. – 11:30 a.m. Annex
Elementary Principal Quadrant (Locations TBD)
Date Quadrant/Time
October 7 Eureka 8:30 a.m. – 11:30 a.m. Marquette 12:30 p.m. – 3:30 p.m.
October 8 Lafayette 8:30 a.m. – 11:30 a.m. Fenton 12:30 p.m. – 3:30 p.m.
December 16 Fenton 8:30 a.m. – 11:30 a.m. Lafayette 12:30 p.m. – 3:30 p.m.
December 18 Marquette 8:30 a.m. – 11:30 a.m. Eureka 12:30 p.m. – 3:30 p.m.
March 2 Eureka 8:30 a.m. – 11:30 a.m. Marquette 12:30 p.m. – 3:30 p.m.
March 3 Lafayette 8:30 a.m. – 11:30 a.m. Fenton 12:30 p.m. – 3:30 p.m.
May 4 Fenton 8:30 a.m. – 11:30 a.m. Lafayette 12:30 p.m. – 3:30 p.m.
May 8 Marquette 8:30 a.m. – 11:30 a.m. Eureka 12:30 p.m. – 3:30 p.m.
Elementary Assistant Principal/Administrative Intern Quadrant (Locations TBD)
Date Quadrant/Time
October 14 Eureka 8:30 a.m. – 11:30 a.m. Marquette 12:30 p.m. – 3:30 p.m.
October 16 Lafayette 8:30 a.m. – 11:30 a.m. Fenton 12:30 p.m. – 3:30 p.m.
January 13 Marquette 8:30 a.m. – 11:30 a.m. Eureka 12:30 p.m. – 3:30 p.m.
January 14 Fenton 8:30 a.m. – 11:30 a.m. Lafayette 12:30 p.m. – 3:30 p.m.
March 9 Eureka 8:30 a.m. – 11:30 a.m. Marquette 12:30 p.m. -3:30 p.m.
March 12 Lafayette 8:30 a.m. – 11:30 a.m. Fenton 12:30 p.m. – 3:30 p.m.
May 11 Marquette 8:30 a.m. – 11:30 a.m. Eureka 12:30 p.m. – 3:30 p.m.
May 13 Fenton 8:30 a.m. – 11:30 a.m. Lafayette 12:30 p.m. – 3:30 p.m.
78
Middle School Principals
Date Time Location
July 16 12:00 – 4:00 p.m. Central Office – Main Conference Room August 22 12:30 p.m. – 5:00 p.m. LaSalle Springs September 24 12:30 p.m. – 5:00 p.m. Rockwood Valley October 17 12:30 p.m. – 5:00 p.m. Wildwood November 14 12:30 p.m. – 5:00 p.m. Central Office – Main Conference Room December 10 12:30 p.m. – 5:00 p.m. Rockwood South January 23 12:30 p.m. – 5:00 p.m. Crestview February 13 12:30 p.m. – 5:00 p.m. LaSalle March 10 12:30 p.m. – 5:00 p.m. Selvidge April 14 12:30 p.m. – 5:00 p.m. Rockwood Valley May 7 12:30 p.m. – 5:00 p.m. Wildwood
High School Principals
Date Time Location
July 17 12:00 p.m. – 4:00 p.m. Central Office – Main Conference Room August 21 12:30 p.m. – 5:00 p.m. Marquette September 25 12:30 p.m. – 5:00 p.m. Rockwood Summit October 16 12:30 p.m. – 5:00 p.m. Eureka High November 13 12:30 p.m. – 5:00 p.m. Lafayette December 11 12:30 p.m. – 5:00 p.m. Marquette January 22 12:30 p.m. – 5:00 p.m. Central Office – Main Conference Room February 12 12:30 p.m. – 5:00 p.m. Eureka High March 11 12:30 p.m. – 5:00 p.m. Rockwood Summit April 15 12:30 p.m. – 5:00 p.m. Lafayette May 6 12:30 p.m. – 5:00 p.m. Marquette
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Secondary Associate & Assistant Principals
Date Time Location
August No meeting September No meeting October 2 8:30 a.m. – 10:30 a.m. OR Wildwood October 2 1:00 p.m. – 3:00 p.m. Wildwood November 19 8:30 a.m. - 10:30 a.m. OR Selvidge November 19 1:00 p.m. – 3:00 p.m. Selvidge December No meeting January No meeting February 5 8:30 a.m. – 10:30 a.m. OR Crestview February 6 1:00 p.m. – 3:00 p.m. Crestview March 25 8:30 a.m. – 10:30 a.m. OR Rockwood Summit March 26 1:00 p.m. – 3:00 p.m. Rockwood Summit April No meeting May No meeting
Select either the a.m. or p.m. meeting to attend, not both.
Activity Directors
Date Time Location
August 23 8:00 a.m. – 10:00 a.m. Sunny Street Café September 20 8:00 a.m. – 10:00 a.m. Sunny Street Café October 18 8:00 a.m. – 10:00 a.m. Sunny Street Café November 15 8:00 a.m. – 10:00 a.m. Sunny Street Café December 13 8:00 a.m. – 10:00 a.m. Sunny Street Café January 24 8:00 a.m. – 10:00 a.m. Sunny Street Café February 21 8:00 a.m. – 10:00 a.m. Sunny Street Café March 27 8:00 a.m. – 10:00 a.m. Sunny Street Café April 17 8:00 a.m. – 10:00 a.m. Sunny Street Café May No meeting
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Administrative Council Meetings
September 24, 2019 February 4, 2020 8:30 a.m. – 11:30 a.m. 8:30 a.m. – 11:30 a.m.
Administrative Annex A100 Administrative Annex A100
December 10, 2019 April 21, 2020 8:30 a.m. – 11:30 a.m. 8:30 a.m. – 11:30 a.m.
Administrative Annex A100 Administrative Annex A100
Rockwood Learning Council (RLC) Meetings All meetings are 8:00 a.m. – 3:00 p.m. at the Administrative Annex A100
Elementary Secondary
September 19, 2019 September 18, 2019
October 23, 2019 October 24, 2019
November 21, 2019 November 20, 2019
January 15, 2020 January 16, 2020
February 19, 2020 February 20, 2020
April 1, 2020 April 2, 2020
Equity/Achievement Gap Work
Rockwood Learning Council will focus on equity and achievement gap work in addition to other topics connected to student academic learning. Anthony Muhammed, author of The Achievement Gap Trap, will be speaking to Rockwood Learning Council in November. In addition, he will come back in February for four dates from 8 a.m. - 3 p.m. so additional administrators and teachers can hear his message. Each school will be allotted a certain number of subs for the dates below:
● Tuesday, Feb. 4, 2020 - MHS quadrant (Ballwin, Ellisville, Kehrs Mill, Westridge, Wild Horse,Woerther, Selvidge)
● Wednesday, Feb. 5, 2020 - EHS quadrant (Blevins, Eureka, Fairway, Geggie, Ridge Meadows,LaSalle, Wildwood)
● Thursday, Feb. 6, 2020 - LHS quadrant (Babler, Chesterfield, Green Pines, Pond, Crestview,
Rockwood Valley)
● Friday, Feb. 7 - RSHS quadrant (Bowles, Kellison, Stanton, Uthoff Valley, Rockwood South)
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APPENDIX K
ADMINISTRATIVE MENTOR/MENTEE
ACTIVITY LOGS
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New Administrator Mentor Program
Missouri’s Department of Elementary and Secondary Education requires that all new administrators participate in a two-year mentor program. As building and district level administrators are hired into the Rockwood School District, they will be assigned a one or two-year mentor as appropriate in order to orient them to district practices, enhance their leadership skills, and develop supportive relationships among colleagues.
Administrators with 0-1 year of previous administrative experience: ● New administrators are assigned a formal mentor.● The Missouri Leadership Development System requires all new administrator to complete and log
20 hours of mentoring during their first two years as an administrator.● The Director of Learning Development will provide a shared log for the mentor and mentee and
keep a copy for district records.● Any activities meant to support new administrators can be logged, such as:
○ Time spent with mentor (phone conversations, meetings, observations/shadowing, etc.)○ District-level admin meetings where the mentor and mentee are both present○ Any learning activity/professional development meant to support the new role○ Any professional learning designed for new administrators○ Mentoring collaboration with supervisor and site-based colleagues
Administrators with 2+ years of previous administrative experience: ● New administrative with two or more years of leadership experience will be assigned a “buddy”
mentor.● Buddy mentors will interact on an as-needed basis to discuss items related to Rockwood practices
and have reflective, problem solving discussions.● Filling out the mentor log is optional for “buddy” mentor pairs.
Transitional administrators: ● Current Rockwood administrators who are transitioning to a new role will be assigned a “buddy”
mentor.● Buddy mentors will interact on an as-needed basis to engage in reflective, problem solving
discussions.● No paperwork is required for submission.
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Mentoring commitments
Mentor will: ● Schedule mentoring sessions with the mentee● Provide structure to mentoring sessions by anticipating potential topics to cover● Consider how administrators’ goals can guide conversations● Help coordinate opportunities for the mentee to shadow or observe mentor or other administrators● Answer questions and help solve problems● Provide non-evaluate feedback
Mentee will: ● Coordinate schedules to meet with mentor● Come prepared with questions and/or topics to discuss (to meet individual needs)● Share goals with mentor as appropriate● Log mentor contact hours to ensure minimum requirements are met● Ask for specific shadowing or observation needs and opportunities● Reflect on feedback and identify target areas and action steps to grow
Supervisor will: ● Check with mentee to ensure mentoring sessions are scheduled and productive● Suggest topics for mentor work as appropriate● Collaborate with new administrator on goals● Help mentee identify opportunities to work with their mentor● Guide opportunities you would like the new administrator to shadow and/or observe● Meet regularly with new administrator to monitor progress
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Topics to guide mentor/mentee collaboration The collaborative relationship between the mentor and mentee should be focused to meet the needs of the new administrator in connection with the Missouri Leadership Development System Competencies. Below is a list of topic ideas to serve as a guide (not a mandatory checklist) for regular conversations. Topics should be adjusted to the level, role, and needs of the new administrator.
July/ August ● Rockwood staff, organizational structure, calendars, and resources● Position responsibilities● Rockwood community and culture and/or cultural changes with new position● Review strategic plan, budget, etc. to meet the needs of ALL students● Access Rockwood systems (such as OneRockwood, Datawise, WillSub, BPlus, Infinite
Campus, TimeClock Plus, etc.) and/or answer questions before or after July trainings● Tips for managing observations, evaluations, and supervising employees● PLC work● Safety plans● Key district policies and procedures to know● Admin and Teacher evaluation process (including how to access relevant curriculum)● Student handbook● Avenues for communication with stakeholders● Establishing key relationships● Professional learning● Planning for the start of school
September/ October
● Parent conferences● Transportation/food service● Technology● Special Education (coordinators and supports for students)● Planning for effective and efficient meetings● Emergency drills● Working with families● Creating systems for success/time management● Building climate and culture● Having challenging conversations● Best practices for providing feedback to employees● Goal setting
November/ December
● Staffing and budget processes● Positive community collaboration (social media use, website updates, etc.)● Working with PTO● Intervention processes● Addressing staff concerns and supporting PLC work● Maximizing teacher leaders● Effective use of data● Goal progress check-in
January/ February
● Master schedule● Summer school● Hiring● Staff morale● Planning for next school year (calendar, events, etc.)
March/April ● End-of-year activities● Goal progress check-in● Support staff evaluations
May/June ● End of school year/ teacher check-out● Summer work● Planning for next school year
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New Administrator Program 2019-2020 Mentoring Log
Name of New Administrator: Name of Mentor: Level/Assignment: Experience:
Date # of hours
Interaction Type*
Topics / Activities Emerging Level Competency Number(s)
* Interaction Type Choices: Phone, Email / Text, In-person
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The Emerging Principal
Visionary Leader at the emerging level…
1. Examines and begins to understand the existing core values and culture of the school and how it connects to themission and vision
2. Examines how the mission, vision and core values are communicated to, and supported by,
3. Examines the sources of data used to evaluate the existing mission, vision and core values
4. Examines and becomes familiar with the existing curriculum and learning standards
Instructional
Leader
at the emerging level…
5. Identifies existing instructional practices and reinforces those that are appropriate to the learning content
6. Observes classroom instruction and provides meaningful and timely feedback to build teacher practice and studentresponse
7. Assesses teachers’ understanding and use of formative and summative assessments and their relationship to studentlearning
8. Assesses current teacher analysis of student level data for improving the instructional process
9. Uses data from multiple sources to identify strengths and needs for professional learning
10. Analyzes the immediate and long-term needs for building and sustaining a safe and functional school
11. Analyzes routines, instruction, procedures and schedules for building and sustaining a safe, healthy, orderly andcompliant learning environment
Managerial Leader at the emerging level…
12. Analyzes personnel to determine areas of strength and need
13. Determines the effectiveness of existing expectations, guidelines and procedures
14. Assesses and reviews data to determine appropriate interventions and support for personnel
15. Understands and complies with district, state and federal requirements for records and reporting
16. Assesses how current fiscal resources support school goals and priorities and determines compliance with district, stateand federal requirements
17. Assesses how current non-fiscal resources support school goals and priorities and determines compliance with district,state and federal requirements
18. Determines how to analyze the extent of diversity in the school based on ethnicity, gender, economic background, etc.
Relational Leader at the emerging level
19. Determines how resources and strategies in the school community are used for addressing the overall well-being ofeach student
20. Builds relationships with students and establishes high expectations for behavior and learning to promote a positiveculture
21. Intentionally interacts with staff by being visible, accessible and approachable
22. Analyzes the culture of support and respect among staff and determines strengths and opportunities for improvement
23. Identifies potential teacher leaders24. Creates formal and informal opportunities to interact with families
25. Identifies key stakeholders in the community and begins to build relationships
26. Observes and gathers knowledge, skills and best practices relevant to teaching and learning in the school
Innovative Leader at the emerging level…
27. Engages in professional networks to expand relationships and generate avenues for new knowledge and understanding
28. Begins reflecting on experiences of being a new principal, personal strengths and weaknesses and takes some action togrow and develop
29. Demonstrates receptivity and generates a plan for receiving constructive feedback from others
30. Begins applying time management practices to allow focus on the school’s highest priorities
31. Acts in accordance with the belief that a principal’s primary role is to promote student learning
32. Explores existing circumstances related to student learning & considers possible areas for change
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